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TEACHER’S 
MANUAL of the 
NEW RATIONAL 
TYPEWRITING 

By Rupert P. SoRelle 



THE GREGG PUBLISHING COMPANY 

NEW YORK CHICAGO SAN FRANCISCO BOSTON LONDON 










33 


CONTENTS 


TOPICS PAGE 

Introduction.1 

Organization.5 

Illustration of Types of Machines.5 

Use of X-Ray Keyboard Charts.6 

Correction and Grading.6 

Suggestions for Modifying Assignments.10 

Part I, Keyboard Technique.18 

Introduction to Keyboard Technique, 18. Teaching the Key¬ 
board, 19. Method of Procedure—The Time Element in 
Various Drills, 20. 

Types of Drill . 21 

Location — Facility Drills, 21. Concentration—-Accuracy 
Drills—Numeral (Figure) Drills—Automatics, 22. Special 
Finger Drills—Construction Stunts and Queries—Accuracy 
Tests—Capital Letter Drills—Continuity Drills, 23. Special 
Character Drills—Facility Drills—Keyboard Drills—Accelera¬ 
tion Drills—Speed Drills—Sustained Typing Drills, 24. 

Key to Construction Stunts and Queries.24 

Part II, Speed Studies ..27 

Part III, Introduction to Business Correspondence Forms . 29 

Telegraphic Service—Rough Drafts, 31. 

Key to Problems.31 

Key to Handwritten Drafts.32 

Part IV, Introduction to Manuscripts ....... 47 

Keys to Laboratory Problems.47 

Part V, Introduction to Tabulation and Billing .... 58 

Keys to Problems in Billing.58 

Part VI, Introduction to Law and Business Papers ... 63 

i 


















CONTENTS 


TOPICS ^ AU£J 

Content of the Course in Typewriting.65 

Aims—Senior High School..66 

Mechanism of the Typewriter.67 

Operating Technique.68 

The Importance of Correct Beginning, 70. Posture at the 
Machine—Machine Operation, 71. Learning the Keyboard- 
Method of Tapping the Keys, 72. Individual Finger Reaches 
—Use of Charts—Methods of Practice, 73. Types of Drill- 
Elementary, 74. Types of Drill—Advanced, 75. Habits 
Development of Accuracy, 76. Development of Speed, 77. 
Development of Typing Power, 78. 

Practical Application. 79 

The Business Letter, 79. Preparation of Telegrams — Rough 
Drafts, 81. Manuscripts—Tabulation — Billing — Law and 
Business Papers, 82. 

Suggested Typewriting Program (Senior High School) . . 83 

Typewriting in the Junior High School.84 

Aims.84 

Content, Organization and Practical Application ... 85 

Suggested Typewriting Program (Junior High School) . . 88 

Suggested Typewriting Program for an Intensive Course . 90 









TEACHERS MANUAL OF THE 
NEW RATIONAL TYPEWRITING 

Copyright, 1924, by The 
Gregg Publishing Company » 

D57-F-5 


INTRODUCTION 

The importance of skill in the operation of the type¬ 
writer, in addition to the educational values developed 
in the learning process, is receiving greater consideration 
in the syllabi of pur school systems than ever before. It 
is only during the past few years, however, that the teach - 
ing technique of the subject has received deserved recogni¬ 
tion, and means been taken to develop an instructional 
technique that would be effective in reaching specific 
objectives in study and practice. 

The New Rational Typewriting was written with the 
idea of furnishing teachers and students materials that 
would contribute enormously to the development of an 
adequate technique in both teaching and operation. 

Typewriting lends itself with great adaptability to the 
laboratory method. Therefore, the assignments in the New 
Rational are based upon the project plan. The book is 
further founded on the theory that the main object sought 
in the study of any subject is the development of power. 
Three main ideas have been kept in view: 

1. The development of operating technique. 

2. The development of the technical education of the 
pupil as an effective business worker. This is partly 
achieved by the selection of material that is of per¬ 
manent value, and the instilling of habits, early in the 
training, that contribute to ultimate automatic skill. 

3. The development of initiative, self-reliance, resource¬ 
fulness, and the ability to take a given project and 

I 


TEACHER’S MANUAL OF THE 


carry it through the successful completion. This is 
achieved through laboratory problems that call for 
the constant exercise of judgment, as well as typing 
skill, instead of presenting material that is merely 
to be “copied.” 

In the planning of the keyboard technique lessons, the 
learning process through which the pupil must pass, 
formed the basis of careful analysis. To develop skill in 
making the reaches to the different keys is one thing; to 
utilize that practice in building up a technique of permanent 
value is quite another. Repetition was found to be neces¬ 
sary; we do not become skillful in performing an act by 
performing it once. Repetition, on the other hand, has its 
limitations. If carried to a point where interest and con¬ 
centration of effort evaporate, it is of little value. Repeti¬ 
tive exercises must have the power to sustain interest. 
An adjustment of these elements to practical considerations 
has been definitely worked out in the New Rational. 
Repetition is employed in an entirely new way. Instead 
of using letter combinations that have no meaning, the New 
Rational makes use of the frequent combinations in the 
language. These are further developed in words. Thus 
the student becomes familiar with the frequently recurring 
combinations as employed in words of common occurrence. 
He also acquires mechanical facility, independent finger 
control, and establishes correct kinaesthetic memory. To 
appreciate this type of training it is only necessary to com¬ 
pare it with previous methods. Heretofore wide use has 
been made of drills that have no connection with words. 
They were mere geometric patterns, routine movement drills 
of the asdfhgkl variety—without meaning, without value. 
The selection of these frequencies in the New Rational 
has been made from the one thousand commonest words 
of the language. Moreover, the one thousand words con- 


9 


©C1A800060 ^ 



NEW RATIONAL TYPEWRITING 


stitute a basic vocabulary and as they form part of the 
exercise the pupil gets command of the keyboard and of v 
vocabulary simultaneously. With the one thousand words 
which form at least seventy-five per cent, of all written 
matter at his finger ends, the pupil starts on his practical 
typing work with a tremendous advantage. 

One of the features of the New Rational that will arrest 
the attention of teachers immediately is the elimination for 
the most part of typewriter type. There is a distinct 
advantage in this. Nearly all previous methods of type¬ 
writing instruction have presented the exercises in type¬ 
writer type, to be “copied” exactly as given in the text¬ 
book. Typing skill and power are not developed by any 
such process. We must look to the ultimate conditions 
under which the typist works. Eventually the steno¬ 
grapher does not “copy” from matter already worked out 
to the minutest detail. Each letter, each piece of work 
is a new problem. His work consists of transcribing from 
shorthand notes and from drafts or documents in various 
forms. If these were already in their final form, the 
services of the stenographer would not be needed. Much 
of this material he may have previously written and 
returned with alterations or additions. He takes this 
material, visualizes its final form, and works according 
to his mental pattern. The details are in his hands. The 
typing of it in a new form is a challenge to his power of 
discrimination and his ability as a typist. He must 
exercise judgment as to the sense of the matter he is typing, 
as to its arrangment from a mechanical point of view, 
and as to the artistry of his work. His skill is utilized in 
transforming one kind of copy into another. For these 
reasons, all of the laboratory work in the New Rational is 
designed to develop the type of skill that eventually will 
be required. Its purpose is to create typing power. Each 

3 


TEACHER’S MANUAL OF THE 


step in the pupil’s work is intended to make him think 
and plan as well as to execute. 

In the beginning keyboard technique lessons, the follow¬ 
ing types of exercises are employed: 

(a) Location drills which also familiarize the pupil with 
the frequently recurring combinations of letters that 
later are employed in words. 

(b) Rhythm drills to secure even touch and even “tim¬ 
ing” in practical work. 

(c) Concentration drills to compel attention. 

(d) Facility drills intended to accelerate speed of move¬ 
ment. 

(e) Accuracy exercises to test the skill which previous 
exercises are intended to develop. 

The organization of the keyboard lessons has been 
worked out to develop these various types of skill harmoni¬ 
ously. One of the strongest features of the New Rational 
is the amount of practical creative work provided. These 
problems, however, are kept within the range of the pupil's 
ability. 

The exercises in the lessons throughout have been worked 
out to take into account the pupil’s increasing skill, but 
advance rapidly enough in difficulty to force him out of a 
lower level of production into a higher one. 

Since its appearance, the New Rational Typewriting has 
been introduced into thousands of schools. Reports are 
coming in almost daily of the very great increases in skill 
and in interest that the new book develops and inspires. 
It was thought that the absolute newness of the Rational 
idea, in thought, in treatment, and presentation, would 
create an enormous amount of resistance. It is not easy 
to change habits. We like to do things in the way that 
we have been accustomed to doing them. This theory, 
however, was completely exploded. Teachers throughout 

4 


NEW RATIONAL TYPEWRITING 


the country received the book with great enthusiasm, and 
the reports on their success with it are the strongest possible 
evidence of its effectiveness. 

ORGANIZATION 

The New Rational is organized on the basis of thirty-six 
weeks’ work in schools where one period of approximately 
forty-five minutes a day is devoted to the subject. The 
book contains thirty-six sections, or chapters, each section 
presenting material, including laboratory work, for approxi¬ 
mately five periods, or one hundred eighty periods alto¬ 
gether. Some time will be consumed in studying and 
demonstrating certain features of the “Introduction” and 
also on the preliminary assignment in Section I. There 
also will be loose ends to be picked up here and there owing 
to vacations and other interruptions. Consequently, the 
total time necessary for completing the work outlined 
will probably run into forty weeks. This means five months 
in a business school where two periods a day are devoted 
to the subject, or ten months in the high school where the 
program calls for but one period a day in typewriting. 
Various programs, however, will be found later in this 
manual, which will indicate definitely where cuts in the 
quantity of work may be advantageously made to meet 
the requirements of a shorter program. 

ILLUSTRATIONS OF TYPES OF MACHINES 

The illustrations shown on pages vi, vii, and viii are 
intended for reference and for assisting the teacher in 
explaining the various operative parts of the typewriter. 
They are useful mainly in giving the nomenclature of the 
machine. The typewriter itself is far more effective as an 
instrument of demonstration than any illustration possibly 
could be, and it is therefore recommended that teachers 

5 


TEACHER’S MANUAL OF THE 


use the machine for explaining operative parts and for 
demonstration whenever possible. 

It is unnecessary to spend much time in learning the 
names of parts of the machine; certainly it is not worth 
the time to attempt to teach all these at the beginning, 
or to compel the pupil to learn the names once for all. 
If these are taken up in small groups along with a demon¬ 
stration of the functioning of the various parts, the learning 
of the names will be greatly simplified. 

USE OF X-RAY KEYBOARD CHARTS 

The x-ray keyboard charts are intended to give the 
pupil an accurate picture of the keyboard, with the hands 
in position. They serve a double purpose. First, to show 
the location of the lettered keys and the different finger 
divisions; and, second, to remind the pupil constantly 
of the position his hands should occupy in the base position. 

It will be noted that the pupil will have the use of these 
charts only for the first part of the lesson—one or two 
assignments. At this time it is expected that he will 
learn the loaction of the keys for that particular section. 
The remaining assignments will be worked out without the 
use of the charts. The object of this arrangement is to 
prevent the use of the charts continuously. The charts 
should not be relied upon for guidance any longer than is 
absolutely necessary. 

CORRECTING AND GRADING 

There is a wide difference of opinion among teachers as to 
the value of extensive and detailed correction of the type¬ 
writing produced by the student. To correct the work 
of even a small group of students is a prodigious task, 
and the teacher who attempts it soon finds himself so 
burdened with the quantity that there is little time left 

6 


NEW RATIONAL TYPEWRITING 


for anything else. Unquestionably some papers should be 
corrected, or at least inspected, by the teacher, and this 
should be done thoroughly. In the early stages of type¬ 
writing the teacher should be more concerned with the 
accuracy of the method than with the accuracy of the copy. 
Logically, it might seem that if the method were correct, 
the product would be correct; but this would be disregard¬ 
ing the human element. Proper technique should be 
stressed from the beginning, and until this has been acquired 
and the student is able to execute the movements with a 
reasonable degree of accuracy, the correction of the papers 
is an unimportant detail. In determining what papers are 
to be corrected, it would be well to consider three points: 

1. The objective. 

2. What will the student get out of it? 

3. What corrections should be made? 

In considering the first point: The objective in the begin¬ 
ning work is to train the student in the correct manipulation 
of the machine so far as operating technique is concerned. 
This naturally includes all operating parts of the machine. 
The copy produced is not always a reflection of accuracy 
in that respect. If the ideal is a “perfect” copy, the student 
may produce it at the expense of technique , and he thus 
fails in his objective . Correct technique should produce 
correct results—but it does not always do so, simply because 
a perfect nervous system is practically nonexistent, or, at 
least, is so rare as to be a negligible quantity. Correct 
technique will eventually produce better and more accurate 
results than can be secured in any other way, but the 
result as revealed in the student's copy may indicate the 
reverse. As an example: The student of typewriting 
could unquestionably produce more accurate copy at the 
beginning by looking at the keyboard while operating; 

7 


TEACHER’S MANUAL OF THE 


but in a very short time he would be hopelessly left behind 
by the “touch” writer. 

What will the student get out of the corrections? He will 
generally get out of them just what he puts into them 
himself. He should, therefore, be trained from the very 
start to make his own corrections. That is what he will 
have to do in business. He will be expected to turn copy 
back that needs nothing but the dictator's signature. 
He should understand from the start that the teacher is a 
constructive force and not a proof reader. Before papers 
are presented to the teacher, the student should go over 
them himself and discover, if possible, any errors he has 
made; corrections that he can make himself should be made 
without assistance. From a lack of knowledge or care¬ 
lessness, some errors are certain to remain undiscovered. 
The teacher should either put him in the way of securing 
the information to help him to analyze his difficulties, or in 
some instances supply him with information that he clearly 
does not possess. 

In the first twelve lessons of the New Rational , grading 
should be made on the basis of technique rather than 
upon “copy.” If the lessons are worked out according 
to the instructions given, they should present a neat 
appearance. Regard must be had for the length of the 
page, margins, etc. The practice matter, which is designed 
merely for the purpose of getting command over the key¬ 
board, will not, however, present the same appearance 
on the page as business letters or other typewritten docu¬ 
ments. You cannot write a group of words repeatedly 
and make the “copy” correct in placement on the page. 
It would be a waste of time if it were done. 

The question of the “perfect copy” might just as well 
be discussed here. Many teachers make an obsession 
of the “perfect copy.” In the beginning lessons it is not 

8 


NEW RATIONAL TYPEWRITING 


pedagogically sound. If the pupil does produce a correct 
copy on one piece of matter after repeated efforts, what 
assurance have we that he will be successful with another 
piece of matter? 

There is no debating the fact that the highest possible 
standards should be adhered to in the matter of accuracy; 
accuracy is an ideal to be achieved, if possible. The point 
is simply this: If the ambitious pupil is held to a strict 
accountability for “perfect” work all the time, he will grow 
nervous and make mistakes that he never would have made 
if there was not so much pressure put upon him. The 
matter must be looked at from a practical point of view. 
How many experts in offices and elsewhere are able to do 
their work, day in and day out, without errors? The 
eraser business is a big business—because people make 
mistakes. Mistakes should be penalized, but not at the 
expense of progress. And you cannot expect that errors 
will not be made, unless the writer is gifted with a perfect 
nervous system. Even the expert pianists and violinists, 
who perhaps have practiced the “pieces” they play thou¬ 
sands of times, make mistakes occasionally. If the pupil 
acquires a correct technique, strives earnestly all the time 
for correct copy, he will eventually get it as nearly perfect 
as is humanly possible. Repeated copying on a given 
exercise will not produce perfection in all typewritten 
matter —it will tend in that direction merely. If the perfect 
copy is required, the attention will be centered on that, 
and not on method. 

With all this said, however, it would be well for practical 
purposes to establish a maximum of errors on each sheet 
turned in by the pupil. As an example: On any type of 
drill, such as “Automatics,” a maximum of three errors 
might be established. 

If the teacher will make clear to the pupil the heavy 
9 


TEACHER’S MANUAL OF THE 


penalty an error encurs—the loss of time, the loss of 
equilibrium, and the annoyance—the right attitude of mind 
toward the subject can be instilled. 

In the correction of transcripts of the student’s notes 
later in the course, a different method is necessary. First, 
all typographical errors should be eliminated by the student 
himself. Points in punctuation, capitalization, and so on, 
can be discussed at the dictation period and these matters 
usually cleared up. The teacher from experience knows 
the kinds of errors that are generally made. He can spot 
these as he dictates, and discuss them at the end of the 
dictation period. It is better to prevent errors than to 
correct them. 

SUGGESTION FOR MODIFYING ASSIGNMENTS TO 
PRODUCE ARTISTIC “PRACTICE” PAGES 

Many teachers will want to observe previous practices 
in insisting on neat, properly filled pages of typing. As 
the work is planned in the book, some of the pages will not 
present this compact and artistic appearance because 
this phase of the problem has been subordinated to operating 
technique. If the following suggestions are followed in 
modifying the assignment, neat, well-balanced pages will 
be—or at least should be—the result. 

SECTION I.—Use half-sheets for the first week. Single 
spacing is to be used except where modified in the 
instructions. 

Preliminary Assignment: 

In order to make a full half-sheet, repeat the exercise 
five times; use phonograph records on the last three. 

First Assignment: 

(a) The letter frequencies will require a half-sheet. 

(b) The word and accuracy test, one half-sheet. 

10 


NEW RATIONAL TYPEWRITING 


Second Assignment: 

(a) The letter frequencies will require one half-sheet. 

(b) The words, one half-sheet. 

(c) Accuracy test should be written as one compact 
paragraph. Make five lines. Can go on the 
same sheet as (b). 

Third Assignment: 

(a) Frequencies, one half-sheet. 

(b) Words and accuracy test arranged as indicated for 
second assignment, one half-sheet. 

Fourth Assignment: 

Repeat the exercise to make one half-sheet. 

Fifth Assignment: 

One half-sheet, as indicated. 

SECTION II.—Use half-size sheets. 

First Assignment: 

By setting stops at 5 and 65 all of the work of this 
assignment will give proper margins. 

Second Assignment: 

Set stops at 5 and 65, and the entire exercise will have 
correct appearance. 

Third Assignment: 

Leave stops set at 0 and 70 for all work. 

Fourth Assignment: 

Two half-pages, as indicated. 

Fifth Assignment: 

Repeat the exercise three times, with double spaces 
between the exercises. 

SECTION III. 

First Assignment: 

Full pages from this point on. Set stops for full width lines. 

Second Assignment: 

Full width lines. 


11 


TEACHER’S MANUAL OF THE 


Third Assignment: 

Full width lines for all words and capital letter drill. 
Repeat capital letter drill until page is filled. 

Fourth Assignment: 

Full width lines for all practice. Repeat the work 
under instructions, “Type the words in the form of a 
paragraph” until the page is filled. 

Fifth Assignment: 

Repeat the exercise four times with triple spaces 
between eacn exercise 

3ECTION IV. 

First Assignment: 

Set stops for full width lines to make correct length 
page. 

Second Assignment: 

Repeat the second part of instructions to fill page. 
Write the groups of words in paragraphs, with double 
spacing between each group; four groups required 
altogether. 

Third Assignment: 

Use full width lines. Set the words off in paragraphs 
of four lines each, with double spaces between the 
groups. On the concentration—accuracy drill use full 
width lines, writing the entire group in a paragraph; 
repeat to fill page. 

Fourth Assignment: 

Repeat the entire exercises, as outlined, to fill page. 
Fifth Assignment: 

Repeat the exercise four times to fill page. 

SECTION V. 

First Assignment: 

Type the entire group of words in paragraph form 
twice; double spacing between the groups. Type the 
12 


NEW RATIONAL TYPEWRITING 


sentence ten times, in groups of five lines; double 
spaces between the groups. 

Second Assignment: 

Follow instructions for first assignment. 

Third Assignment: 

Write an extra carbon of sentences—five lines, double 
space between the two groups. 

Fourth Assignment: 

Full width lines. Repeat the exercise on names of 
months and states, double space between each group. 

Fifth Assignment: 

Repeat the exercise three times; four spaces between 
groups. 

SECTION VI. 

First Assignment: 

Repeat the entire exercise to fill page. 

Second Assignment: 

Make a complete page as outlined in the book. 

Third Assignment: 

Repeat the entire exercise to fill page. 

Fourth Assignment: 

Add one additional group of words at the bottom 
of page. 

Fifth Assignment: 

Repeat the exercise, starting two inches from the top 
for first writing. 

SECTION VII.—Use full lines for all work. 

First Assignment: 

Write the words as indicated. Cut down the number 
of sentences to four in each group; one page. 

Second Assignment: 

Use full width lines for all work. 

Third Assignment: 


13 


TEACHER’S MANUAL OF THE 


By writing each group of ten sentences in one para¬ 
graph, this entire matter will come out right on the 
page. 

Fourth Assignment: 

Increase the number of writings to eight instead of five. 
For the second sentence indent paragraph three spaces. 
In writing the “Construction Stunt” underline the 
words under consideration when defining. Set stops 
at 10 and 60; double space between paragraphs. 

Fifth Assignment: 

Start two and one-half inches from the top of the 
page. Leave four spaces between the first para¬ 
graph and “Speed Demons.” Repeat the “Speed 
Demons” nonsense rhyme once, double spaces between 
the verses and four spaces between the last verse and 
the next heading. 

SECTION VIII. 

First Assignment: 

The first page will contain, first, the group of words as 
given in the book and the practice of one line of each 
word; the second page will contain the second writing 
of the entire group of words in paragraph form; the 
sentences to be written as a paragraph; double spacing 
between paragraphs. 

Second Assignment: 

This assignment is quite short. It may be repeated 
once and the remainder of the page filled with the 
sentences given in the fourth assignment on page 29. 
The latter is a review of the keyboard. 

Third Assignment: 

After the entire exercise is completed, write the first 
sentence over and over again to fill the page. Double 
space between paragraphs. 

14 


NEW RATIONAL TYPEWRITING 


Fourth Assignment: 

By writing each group of sentences as a paragraph, 
with double spaces between paragraphs, the page will 
be filled artistically. 

Fifth Assignment: 

Type the exercise four times. 

SECTION IX. 

First Assignment: 

By starting two inches from the top, a neatly arranged 
page will be the result. The first alphabetic sentence 
forms a line, consequently each line is a unit. 

Write the second sentence in the form of a paragraph. 

Second Assignment: 

As outlined in the textbook, this will make a neatly 
arranged page. 

Third Assignment: 

Write the last sentence three times instead of two to 
fill the page. 

Fourth Assignment: 

Each group of sentences should be written in the form 
of a paragraph, single spacing between paragraphs. 
This will make one full page. 

Fifth Assignment: 

Fold the paper from bottom to top to make equal half¬ 
sheets. Open the sheet. In the upper space, starting 
two and one-half inches from the top, write the exercise 
once. Two and one-half inches from the fold, write 
the exercise again. 

SECTION X. 

First Assignment: 

Write each group of sentences in a paragraph, double 
spacing between each paragraph. This will make one 
artistic page. 


15 


TEACHER’S MANUAL OF THE 


Second Assignment: 

Use full width line to leave room for the “Construc¬ 
tion Stunt,” or have the “Construction Stunt” written 
on a separate sheet. In the latter case arrange the 
repeated word exercise in groups of four lines each, 
with five in the last group of lines. 

Third Assignment: 

Lengthen lines to sixty spaces—stops at 5 and 65. 
Type each paragraph twice instead of once. 

Fourth Assignment: 

Fold the letter-size sheet from bottom to top. Start 
one and one-quarter inches from the top, writing the 
exercise once. Starting one and one-quarter inches 
below the fold, repeat the exercise, putting in heading 
“Assignment Four.” Each group of sentences to com¬ 
prise a paragraph; double spacing between paragraphs. 
Fifth Assignment: 

Start two and one-quarter inches from the top of the 
sheet. Center the heading, “Assignment Five.” 
There will be room on the page for the answer to the 
“Query.” 

SECTION XL 
First Assignment: 

Start one and one-half inches from the top of the page. 
Each word may conveniently be written eight times on 
a line thirty-five lines required. Write each group 
of sentences under “Continuity Speed Drill” in a para¬ 
graph; double spacing between paragraphs. This 
will make a neatly arranged page. 

Second Assignment: 

Start one and one-half inches from the top, and a 
neatly arranged page will be the result. 


16 


NEW RATIONAL TYPEWRITING 


Third Assignment: 

Type the exercise as shown, in one compact paragraph. 

Fourth Assignment: 

Make the lines sixty spaces long, and three copies may 
be put on the page in attractive form. 

Fifth Assignment: 

Start two and one-half inches from the top of sheet; 
double spacing between paragraphs. 

SECTION XII. 

First Assignment: 

Start two inches from the top of the sheet; write the 
whole as one compact paragraph, ten words on a line. 

Second Assignment: 

Full width lines; each test in a separate paragraph; 
full page; see instructions in text. 

Third Assignment: 

If correctly arranged this will make an attractive page. 

Fourth Assignment: 

Fold the page to divide the sheet into two parts, as 
previously instructed. Write the heading “Rules for 
the Formation of Plurals” all in capitals. Place the 
first copy in the center of the upper half of the sheet. 
In the second half, tabulate. 

Fifth Assignment: 

Start two and one-half inches from the top of the sheet. 
Make the lines sixty spaces long. Double space 
between paragraphs. 


* 


IT 


TEACHER’S MANUAL OF THE 


PART I 


KEYBOARD TECHNIQUE 

Patience in explaining and demonstrating the machine in 
the beginning, and following this up with individual helps 
will be the best insurance against poor operating technique. 
The success of the students’ work in typewriting depends 
largely upon his initial instructions. 

Introduction to Keyboard Technique. It is very im¬ 
portant that the pupil understands the fundamental features 
of typewriting discussed in the introduction to the keyboard 
technique. Much of this material lends itself to demon¬ 
stration by the teacher, as, for example, “Operative 
Features of the Machine,” “Posture,” “Position of Hands,” 
“Use of Keyboard Charts,” “Base Position” with drills for 
locating, “Method of Striking Keys,” etc. Many of these 
features are necessary before the machine can be used at 
all, and it would be an advantage if they could all be gone 
into thoroughly before actual work in any operation is 
begun. 

It is difficult, however, to hold pupils to a program of this 
kind. Their initial interest in the machine is “to write 
something.” No matter how important the steps leading 
up to that point are, they make absolutely no appeal to the 
beginner. As Vitus Marden says, “I craves action.” 
This desire must be satisfied. Many of the operative func¬ 
tions of the machine will satisfy the pupil’s desire to some 
extent, but the keyboard is the lure that must be used to 

18 


NEW RATIONAL TYPEWRITING 


sustain attention. It seems best, therefore, to take up only- 
such operative features as are absolutely necessary in the 
first lesson—or the first session at the machine—and devote 
the rest of the period to the thing that the pupil wants 
above all else. No particular harm will be done in following 
this program. The remainder of the features may be 
taken up in early succeeding lessons. They should not be 
neglected, as economical habits of operating the mechanical 
features of the machine are essential to both accuracy and 
speed in typing. 

“How to Begin” may be used as the first exercise in key¬ 
board operation. This may be combined with the touch 
drill given on page 11. Greater interest in this will be 
stimulated by the use of the Rational Rhythm Records, 
which may be employed after the pupil has run through 
the drills a few times and a definite idea of touch established 
in his mind. The records will increase production and have 
a marked tendency in smoothing out the touch as well as in 
getting the pupils into the swing of the correct rhythm. 

Points to be emphasized: 

(a) Posture 

(b) Position of hands and amis 

(c) Base position 

(d) Rhythm 

(e) Evenness of touch 

(f) Spacing and returning carriage 

Teaching the Keyboard. In connection with the study 
of the introduction, drill in memorizing the keyboard can 
be included. A great deal will be gained by beginning to 
work out laboratory assignments in the first section. The 
object is to create confidence. If the pupil starts with a 
clear picture of the entire keyboard in his memory, the 
making of reaches and the training of fingers will be greatly 
simplified. Getting a picture of the keyboard in the 
memory, however, is no substitute for creating a definite 

10 


TEACHER’S MANUAL OF THE 


feeling of the location of each key, which must be developed 
through actual operation. A picture of the keyboard in 
the mind is only a map after all. As far as possible the 
work in memorizing the keyboard should be from the key¬ 
board itself rather than from charts or other devices. If 
this does not seem feasible, an alternative is to develop 
the first finger section only and save the other sections of the 
keyboard for drill as they are encountered in the assign¬ 
ments. 

Method of Procedure. This is in fact a “working 
sheet” for the projects of the lesson that follows. The 
pupil should understand every feature of the proper pro¬ 
cedure. The models of different drills presented on page 9 
are given to enable the pupil to visualize the appearance of 
different exercises when worked out according to instruc¬ 
tions. 

The Time Element in Various Drills. The amount of 
time to be devoted to any drill provided in the textbook will 
depend largely upon the method of handling by individual 
teachers. As planned in the assignments in the first few 
sections, the time will be divided into four sections. First, 
explanation, and instruction; second, letter frequency 
drills; third, word drills; fourth, accuracy test. 

In the first assignment, Section I, twenty lines of letter 
frequency combinations are required, twenty lines of words; 
and the accuracy test consisting of twenty words—alto¬ 
gether, including spacing between exercise groups, about 
fifty lines. This is one page of single-spaced matter. As 
the work proceeds, the assignments grow longer and longer 
to take into account the increased operating skill of the 
pupil. No definite formula could be laid down for an exact 
time allotment since this will vary with the personnel of the 
class and the method of handling. If the phonograph is 
used for the drills, much more work will be accomplished. 

20 


NEW RATIONAL TYPEWRITING 


Pressure should be brought to bear always to obtain the 
maximum of work in a given time. Pupils will very 
quickly fall into sluggish habits if left to their own devices. 

TYPES OF DRILL 

Location-Facility Drills. The purpose of this drill is 
three-fold—first, to acquaint the pupil with the location of 
the keys; second, to give facility in making the reaches on 
the frequencies; and third, to develop facility in writing the 
frequently recurring words that occur in the particular 
section of the keyboard under consideration. It may be 
explained that in the first section some words are introduced 
which are not of frequent occurrence. This is made 
necessary on account of the limitations of the first finger 
section, in which but two vowels are available —u and y. 
Words, however, that bring into use combinations of fre¬ 
quent occurrence are employed. 

Directions are given for the pupil to follow in setting the 
stops and getting ready for writing. The frequencies are 
set in bold type. The method of handling the assignment 
indicated in the textbook probably will be the most effective 
at this stage of the pupil's learning. Repetition of this 
type is easy, and as there will be sufficient initial enthus¬ 
iasm to motivate the work, interest will not lag. 

The method, however, may be modified as follows: 

1. Set stops for full lines. Write one line of the frequencies; then 
one line of the word in which it occurs; then the complete list of 
words in paragraph form. 

2. Set stops for full line. Write the frequencies three times, follow¬ 
ing with the word three times; then the complete list of words in 
the form of a paragraph. 

Variation in the handling of an assignment will add 
interest and avoid monotony. The use of the phonograph 
records will also be a great factor in speeding production 
and increasing accuracy. Without the phonograph records 

21 


TEACHER’S MANUAL OF THE 


the pupil will set his own pace; with them he is stimulated to 
keep matters going. 

It will be seen that each assignment in the beginning 
lessons takes into account the following phases of learning: 

(a) Location of Keys 

(b) Drill on the letter combination frequencies 

(c) Drill on individual words forming a vocabulary of frequently 
recurring words. 

(d) Concentration and accuracy 

Later, other forms of drill are introduced which have a 
bearing on the acquisition of correct technique. 

Concentration-Accuracy Drills (or test). The purpose 
of this drill is to test the pupil’s ability to hold attention on 
a given problem and also to test the accuracy of his operat¬ 
ing technique. If it is found that this work cannot be done 
quickly and accurately, extra work should be required on 
the preceding drills. The question of a maximum number 
of errors to be allowed, if any, will be discussed under 
another heading. 

Numeral Drills (Figure-Drills). In the New Rational 
the figures are introduced in the first section. This feature 
has met with instant approval by teachers using the book. 
In the early lessons the number of exercises have been re¬ 
duced to the minimum so as to give ample time for per¬ 
fecting the operation. Consequently, there will be time 
for going over the drills several times in the one period. 

Automatics. The importance of this group of words is 
indicated by the frequency with which they occur. For 
example, the words the , and, of, you, I, a, in, that, your , 
for make up about twenty-five per cent of the language. 
The other automatics are selected from the more fre¬ 
quently recurring words in the one thousand commonest 
words of the language. They are the wordsigns of type¬ 
writing, and should be gone over and over again until the 

22 


NEW RATIONAL TYPEWRITING 


fingering is absolutely automatic. Owing to the simplicity 
of these words, especially at the beginning, they are apt to 
be neglected. The high speed phonograph records will be 
useful in further motivating practice on the automatics. 

Special Finger Drills (For Second, Third, and Fourth 
Fingers). These exercises are introduced for the purpose 
of concentrating practice on different fingers to bring them 
up to the point of efficiency of the other fingers. 

Construction Stunts and Queries. Throughout the 
text there will be found special assignment “Stunts” or 
“Queries.” These are for the purpose of developing the 
pupil's power to work out individual problems. This 
element, of course, is present in many of the other exercises, 
but it is emphasized in these by a complete change of 
activity. They will be found very useful in creating a new 
interest. The teacher may introduce other “stunts” 
wherever they will be found to be of value in stimulating 
a lagging interest. 

Accuracy Tests. The accuracy test is intended to be 
given each time in the fifth period of a section. The 
rhythm records may be used in connection with this, as 
with other exercises. 

Capital Letter Drills. The drill should be repeated until 
skill in the use of the shift keys is secured. 

Continuity Drills. Although parts of sentences have 
been introduced before the continuity drills are reached, it 
is the purpose in the continuity drill to provide ample 
practice in continuous writing. The element of repetition 
also comes into play in this, but it will be noted that repeti¬ 
tion is not carried so far as to accustom the student to the 
sequence of words in the particular sentence. Practice on 
any piece of connected matter should not be carried to the 
point where the pupil gets into the rhythm or habit of 
writing a certain sequence of words. This will have a re- 

23 


TEACHER’S MANUAL OF THE 


tarding effect on copying other matter in which there is 
a similarity of construction. 

Special Character Drills. This matter is thoroughly 

covered on pages 25 and 27 of the textbook. 

Facility Drills. This is a type of drill similar to the con¬ 
tinuity drill. The Rhythm Records may be used with both 
types of drill to great advantage. 

Keyboard Drills. The sentences given as keyboard drills 
contain all the letters of the alphabet and are useful in 
reviewing the keyboard. It cannot be expected that a 
high degree of speed will be obtainable on these, since the 
words are unusually long, and the distribution of the letters 
in unfamiliar sequences reduces speed. 

Acceleration Drills. The prime object in drills of this 
type is to “speed up the fingers.” In assigning this work, 
the names of authors may be omitted since they are given 
merely to establish the source. These names are not in¬ 
cluded in the count of words, or in the intensity of the 
matter. 

Speed Drills. Short, rather low intensity sentences 
used for speed drills, pure and simple, have a wonderfully 
stimulating effect. These sentences usually are easily 
remembered and can be produced at a high rate of speed. 
Names of authors and underscoring may be omitted. 

Sustained Typing Drills. Longer paragraphs are intro¬ 
duced in these to test the pupil’s ability to sustain atten¬ 
tion. They are a prelude to straight-away copying. 

KEY TO “CONSTRUCTION STUNTS” AND 
“QUERIES” 

Page 15; Fourth Assignment: 

This list will include all the words so far given in the 
different types of drill, with the exception of the accuracy 
tests. 


24 


NEW RATIONAL TYPEWRITING 


Page 29; Third Assignment: 

Attempt the end and never stand in doubt; 
Nothing’s so hard, but search will find it out. 

—Herrick 

Fourth Assignment: 

Find answer in the dictionary. 

Page 30; First Assignment: 

The answer is: The wiser we become, the more we 
realize how little we know—compared to all there is to 
know. 

Second Assignment: 

(a) 3, 5, 7, 9, 11, 13, 15, 17, etc. 

(b) 54, 32, 63, 5, 5. 

Page 31; Third Assignment: 

Sun., Mon., Tues., Wed., Thurs., Fri., Sat. 

Jan., Feb., Mar., Apr., May, June, Jul., Aug., Sept., 
Oct., Nov., Dec. 

Page 34; Second Assignment: 

It will be interesting to see how ingenious some of 
these sentences will be. The object sought is to em¬ 
ploy the greatest possible number of words that have 
appeared in the drills. The sentences must be judged 
by the teacher in each case. 

Page 35; Fifth Assignment: 

The answer to this is that the plan suggested by Mr. 
Perry for learning spelling is perfectly adapted to 
learning shorthand and typewriting. We must know 
how a word looks to be able to reproduce it either in 
shorthand or on the typewriter. Pronouncing it tends 
to deepen the impression of the word—it gives us^ an¬ 
other peg upon which to hang “associations.” Writing 
it many times we get the motion of it; the muscle 
memory sense comes into operation. As a matter of 
fact, typewriting rapidly and accurately, so far as the 
25 


TEACHER’S MANUAL OF THE 


physical manipulation is concerned, is a clear case of 
muscle memory. 

Page 36; Third Assignment: 

Tabulate with caption as follows: 

MILEAGE OF RAILROADS IN THE 
UNITED STATES 

Alabama 5,406 South Dakota 4,238 

Alaska 460 Tennessee 4,105 

Arizona 2,273 Texas 15,758 


If the foregoing type of tabulation is used, there will be 
twenty-six lines in the first column and twenty-five in the 
second. The last item might be centered under the whole 
tabulation. 

Page 38; Third Assignment: 

The most practical arrangement of this matter is in the 
form of a tabulation as follows: 

Name of State Abbreviation Name of State Abbreviation 
Alabama Ala. California Calif. 

Arizona Ariz. Colorado Colo. 

Page 39; Fourth Assignment: 

The best form of arrangement of this material is as 
follows: 

THE FORMATION OF PLURALS 
Singular Plural t Singular Plural 

analysis analyses index indexes 

appendix appendixes etc. etc. 


26 



NEW RATIONAL TYPEWRITING 


PART II 


SPEED STUDIES 

The introduction to this subject to be found on pages 
40, 41, and 42 should be studied carefully. Not only 
does it contain information that is necessary for the pupil 
to possess in order to get the most out of the studies that 
follow, but they give him an understanding of the entire 
problem that will let him see what the ultimate objective 
is. The warming-up vocabulary drills are a continuation 
of the list of the one thousand commonest words. It may 
be stated that the selection of the words in the previous 
vocabulary drills, as well as these, has been made on the 
basis of both frequency and length. Words of different 
lengths are introduced in each drill to avoid the possibility 
of developing a rhythm on words of one length. The pro¬ 
cedure found to be the most effective is to assign a group 
of words for practice at the beginning of each period. 
Not more than ten minutes of the period should be devoted 
to this work. The remainder of the time should be spent 
on the “Speed Studies” themselves. 

The “Speed Studies” have not been laid out in the form of 
assignments since the amount of work done on them will 
vary according to conditions in the school and the ability 
of students to reach the desired speeds. Approximately 
there is enough material for five periods’ work in each 
section. It is a better practice to cover the entire group 
of “studies” in the five periods than to devote too much 

27 


% 

TEACHER’S MANUAL OF THE 

time to a given “study.” In other words, variety is ad¬ 
vantageous. Probably most pupils will be able to reach 
the desired speed after not more than five attempts. In 
determining net speeds on these exercises, corrections 
should be made in accordance with the International Rules 
given on the inside of the back cover of the manual. Since 
the speed tests are intended merely to develop a straight¬ 
away copying speed, performed rhythmically, a great deal 
of attention need not be paid to arrangement. Full width 
lines may be used throughout for these, and the pupils 
graded merely on the accuracy and speed of the work. 
The matter of arrangement or distribution of the type¬ 
written mass on the page will be considered later, when the 
question of business letters and manuscripts is taken up. 

The greatest advantage of the “Speed Studies” is that 
they will develop automatic writing, so that when the 
question of arrangement comes up, the operation of the 
letter keys will have been transferred to the automatic 
stage. Concentration can then be centered on the arrange¬ 
ment of the matter. 

Nevertheless, the neatness of the work should be taken 
into consideration. The main objective is accuracy with 
speed. 


28 


NEW RATIONAL TYPEWRITING 


PART III 


INTRODUCTION TO BUSINESS CORRESPONDENCE 
FORMS AND PRACTICE 

The features of the business letter as discussed on pages 
57-63 inclusive, should be taken up progressively by the 
teacher. Actual specimens of various types of business 
letters as presented in the text will be useful in giving the 
student a clear idea of the fundamental principles underly¬ 
ing the arrangements of business letters, envelopes, etc. 
The model letter illustrations may be used to reinforce and 
supplement the instructions on these points and serve as a 
reminder of correct appearance. 

Each of the sections in this part of the book contains 
illustrations of types of letters and assignments. Each 
assignment deals with three types of work. In the first 
exercise, the content of a letter is given with the punctuation 
and capitalization correctly shown. The sole problem of 
the pupil is to take this material and arrange it in accord¬ 
ance with good taste on a letter sheet. In explaining this 
matter to the pupil, consideration should be taken of the 
spacing usually required at the top of a sheet for the 
printed or engraved letter head. 

The second exercise under an assignment is a letter in 
which punctuation marks, capitalization, and other details 
of correct writing are omitted. This is a preparation for 
transcribing later. The problem of the students is to 
supply punctuation and capitalization, and to wjite the 

29 


TEACHER’S MANUAL OF THE 


letter in accordance with the principles of correct arrange¬ 
ment. 

The third exercise is a specimen of a handwritten draft. 
This is an entirely new type of exercise so far as typewriting 
instruction books are concerned. But it has a very definite 
place in the training of typists for work in the business 
world. Handwriting is much more frequently used than 
is commonly imagined. The teacher of typewriting—and 
the author of typewriting texts also—often lives in a world 
of typewriting. Their contact with the requirements of 
the business office is very often too remote to give them a 
proper perspective. Longhand plays a very important 
part in the average business office. Dictated letters are 
corrected in longhand. The business man very often 
laboriously writes out important letters or documents. 
Sometimes he dictates from his own notes; sometimes he 
prefers to write a draft. The stenographer must be able 
to read longhand—and atrocious longhand—rapidly and 
accurately. The author, the advertising writer, the 
lawyer, the professional man—all use longhand for im¬ 
portant notes or drafts. Few pupils in the schools have 
had any training in reading a variety of handwritings. 
These exercises are therefore introduced in the New 
Rational for the purpose of giving some of this training. 
They also have an additional advantage; they train the 
pupil to compute longhand in terms of typewriting so that 
arrangement becomes a matter of simple estimate. 

As the work proceeds, the assignments in this section are 
increased in length to provide for the increase in the pupil’s 
ability to handle the problems. The material in some in- 
* stances is also motivated to introduce an element of surprise 
or variation. The motive is to keep the pupil alert and to 
avoid a set formula. 

The last assignment in each section is a speed and 
30 


NEW RATIONAL TYPEWRITING 


accuracy test. In high school this conveniently will come 
on Friday and the entire period should be devoted to the 
work. Suitable “speed charts” showing the pupil's progress 
in the development of speed will be useful in motivation. 

Telegraphic Service—Rough Drafts. The introduction 
to this section should be studied as has been outlined for 
other chapter beginnings. The necessary information 
about telegraphic service has been reduced to the mini¬ 
mum. The assignments are to be worked out much on the 
plan of the business letter assignments. This section con¬ 
tains a great deal of construction work and is as much of a 
test of the pupil's intelligence as it is of his technical 
knowledge. 

The rough drafts differ from the handwritten drafts in 
the respect that they contain many corrections and addi¬ 
tions. They are a test of the pupil's ability to turn out 
correct copy from a draft that is more or less complicated. 

KEY TO PROBLEMS 

As has already been stated, the problems following the 
illustrations of letter forms embody three types of work— 
(a) transcribing for form only; (b) transcribing for form, 
punctuation, paragraphing, and capitalization; (c) tran¬ 
scribing from longhand drafts. 

It will be unnecessary to present a key to all of these, 
as the illustrations in the textbook show all forms in com¬ 
mon use. Judging the value of the work turned in by the 
pupil will be a problem of the teacher. The judgment of 
the teacher as to whether or not the pupil has caught the 
spirit of the illustration and worked out his problems 
approximately in accordance with it can be relied upon. 
The handwritten drafts, on the other hand, present a 
different problem, and transcripts of these are given. 

Some general suggestions, however, may be of value. 

31 


TEACHER’S MANUAL OF THE 


As a general rule, nearly all business letters today are 
written single space, except in the case of very short 
letters. Paragraphs are employed freely, and double 
spacing is used between paragraphs without exception. 
The lines should be short, and there should be plenty of 
white space surrounding the typewritten mass. 

The suggestion has already been made that specimens 
of different letters turned in by pupils may be used as 
models. It would be well for the teacher to save all good 
models of various letters that have been submitted by 
pupils in order that the best solution of each problem 
may be filed for reference or may be used for display. A 
collection of such specimens could be made into an inter¬ 
esting, permanent exhibit. The exhibit should include 
not only letter forms, but manuscript forms, envelopes, 
tabulations, legal papers, and the like. The evolution 
of the business letter—from the shorthand notes to the 
completed letter with singnature—would make an excellent 
feature of such an exhibit. 

During the time pupils are working out the problems 
in this section, making carbon copies, mimeographing, 
and other duplicating devices should be taught. Some of 
the letters may be assigned to be put on a stencil, names 
and addresses to be filled in afterwards. The pupils should 
be instructed in the correct handling of letters, mailing, 
etc. Sections III, IV, V, VI, and VII of Secretarial Studies 
could be brought into the course with great advantage at 
this time. The practices there learned would be useful 
through the remainder of the typing course, and pupils 
would have become habituated to correct technique. 

KEY TO HAND-WRITTEN DRAFTS 

Page 67: (stops at 10 and 60; 5 lines in body; double 
spacing). 


32 


NEW RATIONAL TYPEWRITING 

Make money if you can. But whether or no 
you succeed in this, remember that the happiness 
which comes from money alone is illusory, and that 
no man is really successful whose achievement is 
measured merely by his wealth. 

Yours very truly, 

Will Irwin 

[Will Irwin, editor, author, and war-correspondent for 
the Saturday Evening Post.] 

Page 68: (stops at 10 and 60; single spacing; 20 lines). 

Too much attention cannot be paid to the 
fundamentals in any work. The foundation in all 
things is what counts in after life. The details 
come to one naturally as one gains in knowledge 
and experience. If one takes the wrong turning 
at the start, at ever so slight an angle, one has so 
much to undo that few have the courage to make 
the start over again. Simplicity in thought and 
honesty in endeavor, and above all honesty with 
one's self, are the best foundation of life and of 
work. 

I am speaking to those whose lives are worth 
considering. Those who deceive themselves, those 
who care for notoriety, the easiest way, and who 
strive for something for which they are unwilling 
to work and which they do not strive to deserve, 
such principles cannot teach. Hurry is one of the 
greatest of our evils and self-deception is another 
one. To be and not to seem is the only sane 
objective. 

Emma Eames de Gorgoza 

[Emma Eames de Gorgoza, American operatic prima 
donna.] 


33 


TEACHER’S MANUAL OF THE 


Page 69: (stops at 10 and 60; double spacing; 10 lines). 

Nothing is sillier than contemptuous allusion 
to the Tired Business Man—or, as we must say 
henceforth, the Tired Business Man and Woman. 

Without great business there has never been 
great art, or patronage for great artists. The 
business life is as full of poetry and passion as 
any other, and there is as much of the commercial 
element in art” and artists as in trade and traders. 

The main thing is do greatly what we choose to 
do. Rupert Hughes 

[Rupert Hughes, author, playv/right. He wrote “The 
Old Nest,” “Souls for Sale,” “The Thirteenth Command¬ 
ment,” etc.] 

Page 70: (stops at 20 and 50; double spacing; 6 lines). 

Be faithful, honest, charitable. Never shirk 
your duty toward any of your fellow beings. 

Strive not so much for wealth as for accomplish¬ 
ing something that enables you to make others 
happy. Jacques Reich 

[Jacques Reich, artist; famous for his etchings of great 
Americans.] 

Page 73: (lines 48 spaces long; double spacing; 10 lines). 
My dear Mr. Green: 

I cannot send you any sentiment better calcu¬ 
lated to help your young men and young women, 
if they will believe and follow it, than the following 
two lines of verse by Madiline Bridges: 

“Give to the world the best you have, 

And the best will come back to you.” 

Very cordially yours, 

Edward W. Bok 


34 


NEW RATIONAL TYPEWRITING 

[Edward Bok, Vice-president of the Curtis Publishing 
Company, began his career as a stenographer. He is the 
author of “The Young Man in Business,” etc.] 

Page 74: (lines 50 spaces long;' double spacing; 8 lines. 

I wish I had the time to frame an appropriate 
greeting to your boys—but I’m home for a few 
days only—after a very busy summer—and find 
a million and one things awaiting my immediate 
attention. 

All I can say to your boys, very briefly, is: 
“Look hopefully at the distance” (as Dickens says 
somewhere.) 

Very sincerely yours, 

Victor Herbert 

[Victor Herbert, conductor and composer of songs, 
comic operas, and orchestral numbers.] 

Page 75: (lines 55 spaces long; single spacing; 17 lines.) 

Here is the word of Greeting to the young men 
and women, training for business under your 
charge, who you designate as “my eight.” 

It is a fortunate thing for a young man or woman, 
if he or she loves one thing above all others—for 
that will help you decide the kind of work you will 
devote your life to—for is it not quite natural for 
one to be more successful doing something that 
appeals to one—and life is happier and work is 
play. 

The following motto is painted on the wall of 
an artists’ club that I belong to—and has given 
new courage to many who have been in despair. 
“To travel far and hopefully, is better 
than to arrive.” 


35 


TEACHER’S MANUAL OF THE 


May it be your motto and help you on the bright 
and wonderful road before you. 

Edward Penfield 

[Edward Penfield, one of America’s foremost artists, 
was the originator of the poster in this country.] 

Page 76: (lines 50 spaces long; double spacing; 9 lines). 

Vision seems to me the thing. It is the ability 
to see far ahead, to read history in advance, to 
build and work not merely for temporal rewards, 
but to discern what course will yield most in the 
long career, and then to follow it resolutely. 

Vision. Today the high places are going to 
those who have it. Some are born with it; the 
others must train themselves to it. 

Orson Lowell 

[Orson Lowell, illustrator and cartoonist for Judge and 
other publications.] 

Page 78: (lines 50 spaces long; single spacing; 15 lines). 

I am in receipt of your letter and the best 
advice I can give— 

Whatever you do, let it be the best there is in 
you. Keep in mind the best and highest. The 
highest standard encourages—while the half-way 
non-committal only tires one. Recognize, and 
correct if possible, any mistakes, but do not waste 
energy over them. Save this strength for the 
next thing to be done. 

Don’t be afraid of helping others, even if they 
forget to thank you. 

An idiot,can tear down a palace—but it takes a 
wise man to build a log cabin. 

Very truly yours, 

Howard Chandler Christy 

36 


NEW RATIONAL TYPEWRITING 


[Howard Chandler Christy, artist. His illustrations for 
James Whitcomb Riley’s books, The Cosmopolitan and 
Harper's magazines are very popular.] 

Page 81: (lines 51 spaces long; double spacing; 26 lines). 

I saw this statement recently —“A young man 
or woman is like a tack. It will only go as far 
as its head will let it.” Get all the education you 
possibly can—use every moment in developing 
your intellectual powers. Get all you possibly 
can of knowledge and the art of using it. But 
in all this getting, do not fail to get wisdom— 
which is more than knowledge. It is life; life 
at its best; life lived in the will of God, in right 
relation to your fellow men. 

To be a Christian is the highest of all widsom. 

Yours very truly, 

Cortland Myers 

[Cortland Myers, clergyman and author of “Where 
Heaven Touches Earth,” “Midnight of a Great City,” 
etc.]. 

Page 82: (lines 50 spaces long; double spacing; 6 lines). 

Ask your pupils to bear in mind through life 
that hard luck is like a long lane—the turning will 
come if you only have patience to reach the end. 

Yours very truly, 

Howard Talbot 

[Howard Talbot, composer and conductor; “High Jinks” 
and “Monte Carlo” are his compositions best known in this 
country.] 

Page 84: (lines 50 spaces long; single spacing; 24 lines). 

If the United States of the future is to improve 
upon its present condition, it must be accomplished 
37 


TEACHER’S MANUAL OF THE 

by the young adopting methods different from 
those that now prevail. For practices that show 
carelessness, disregard for truth, slovenliness, the 
substitution of pretense for knowledge and accu¬ 
racy, the inability to connect related things and to 
contrast unrelated things, there must be sub¬ 
stituted a standard of thought and conduct that 
will give better results than those now seen on 
every side. 

It is a weak and untrue thing to say that 
American standards, practice, conduct, broke 
down because of the war. The war revealed what¬ 
ever in us was of poor fibre. To the young, to 
the girls and boys now in school, will come the 
opportunity to remake and rebuild upon a basis 
of character, conduct and intelligence so that the 
breaking down will not occur again. That will be 
a far more important duty than standing up when 
“The Star Spangled Banner" is played by the 
orchestra or saluting as the flag goes by. 

Sincerely yours, 

Isaac R. Pennypacker 

[Isaac Pennypacker, historian, editor, and author of 
“The Snow Shoe Trails and other Poems,” contributes to 
The Nation and The Dial.] 

Page 89: (stops for 50 space lines; single spacing; 15 
lines). 

To the Members of the Senior Class: 

As in my own work I havefoundthe inspiration of 
history to be of the greatest stimulus, I hope 
that you will each one make your own, individual 
and independent study of history—after you have 
left the Senior High School—and by this exercise 

38 


NEW RATIONAL TYPEWRITING 

of your imaginative faculties you may be inspired 
to make of your lives important contributions to 
the history of your own day. 

“There is a relation between the hours of our 
life and the centuries of time,” Emerson writes in 
his famous essay on History:—“and I see that 
men of God have always from time to time walked 
among men.” 

Violet Oakley 

[Violet Oakley, artist, especially noted for her murals, 
among which those in the Senate Chamber are fine ex¬ 
amples.] 

Page 91: (lines 54 spaces long; single spacing; 18 lines). 
My Dear Sir: 

Surely you are doing for the commercial world, 
ah, and for the State itself a most important work. 
In life, achievement lies not in muscle, for if so, 
there are animals, the gorilla, that would outstrip 
man, but in the mind, for therein man is supreme. 
The great differences among men are mental, not 
physical. Competition becomes sharper as time 
advances, and success in the future must be 
measured by mental training, not deferred, but 
now. Preparation is the soul of final accomplish¬ 
ment, of superiority. And one day of devoted 
application now may, in the years to come, bear 
from behind a light to illumine a difficult road. 
The age of experiment is closing, and the era of 
preparation opens like a bud. 

Yours, 

Opie Read 

[Opie Read, editor, author of “A Kentucky Colonel,” 
“Son of the Swordmaker,” and “The Carpetbagger.”] 

39 


TEACHER’S MANUAL OF THE 


Page 93: (56-space lines; single; 33 lines; start 2 inches 
from top of sheet). 

Dear Fellow Workers: 

I rejoice to greet you across space, and to wish 
you all God-speed in the perfecting of your various 
branches. 

I can assure you, after fifteen years of my 
career, as a writer, I find there is no happiness 
comparable to good, honest endeavor in any field 
which you undertake. The world is made better 
only through that labor which is a form of worship, 
unselfish, whole-hearted endeavor which is the one 
supreme satisfaction. 

A war-ridden earth, worn by sorrow and strife, 
needs the redemption of young efforts. He who 
is not giving his best self today, is not contributing 
his sum of honest citizenship. We want in this 
on-coming generation the sincerest effort ever given 
—a consecration of self to whatever ideal we hold 
above us. And it is in this great devotion I have 
found my fullest satisfaction. 

When I was ten years old, I vowed secretly to 
become an author. There were long lonely years 
of struggle and apprenticeship—years when clouds 
threatened to bedim my ideal. But I held fast 
to it above all—writing sometimes fourteen hours 
a day, studying, striving, translating, meeting 
rebuff and ridicule. There were many short-cuts 
to shoddy fame—temptations everywhere—but I 
strove on alone until, after many years, I now 
receive $5.00 a line for poetry, and have published 
seven volumes of verse, and I have in a measure 
realized my childhood dreams! The only durable 
40 


NEW RATIONAL TYPEWRITING 

joy is dedication to work; it is our one faithful 
friend—the magic pool in the wilderness of life. 
And I have known many others, motherhood, love 
and luxury. . . . 

.As Carlyle says, “The brave man must give 
his life away.” So if you always give of your best 
self in your work, you will live to know the greatest 
possible happiness! 

Blanche Shoemaker Wagstaff 

[Blanche Shoemaker Wagstaff, editor of The Boston 
Poetry Journal, essayist, and author. 

Page 95: (54-space lines; double; 14 lines; start 2 
inches from top of sheet). 

To the Young Men and Women of 
The Business Training Class 
Trenton Senior High 
31 January, 1922 

Commerce is King today. Ye are in training to 
be officers of the King. In this way can ye lift up 
high and keep clean the Kingdom—by remember¬ 
ing that it will be judged by the ways and standards 
that ye manifest in your daily lives. 

This is a serious thought; for our nation is a 
great part of that Kingdom, and must rise and 
fall, live and die with it. 

Ernest Thompson Seton 

Los Angeles, Calif. 

[Ernest Thompson Seton, author, artist, lecturer, and 
chief of the Woodcraft League of America.] 

Page 100: (start V/% inches from top of sheet; double 
space; 60 space lines; 24 lines). 

41 


TEACHER’S MANUAL OF THE 


THE PORT OF NEW YORK 

One of the great needs of the United States 
is an ocean-carrying marine. In one year we paid 
to foreign companies $169,000,000 for freightage, 
and $45,000,000 for passenger fares and marine 
insurance. In the same year the country sent 
to foreign lands over $600,000,000 worth more of 
goods than it bought from them; and some writers 
call this sum the balance of trade in our favor. 

New York, the largest city in the world, is 
the port of the regular steamship lines between 
Europe and the United States. It is the outlet 
for over one-third of our domestic exports, receiving 
even a larger proportion of our imports. Bread- 
stuffs, provisions, cotton, and petroleum form 
about one-half of its exports. As the city has 353 
miles of water front, half of which may be improved 
for shipping, and as the piers of Jersey City and 
Hoboken, in New Jersey, are practically a part 
of the same port, its ninety miles of pier line, 
already surpassing all other ports, may be largely 
extended. The foreign movement of the port, or 
the capacity of vessels in the foreign trade enter¬ 
ing or leaving it, is more than three times the ton¬ 
nage of Boston, its nearest competitor. About 
fifty steamers in the foreign trade leave the port 
every week, half of which sail under the British 
and one-eighth under the American flag. 

Note: New York City is the largest city of the world. 
Students should make correction. 

Page 101: (50-space lines; double; 15 lines). 

Dear Sir: 

Your letter asking for a message to your class 

42 


NEW RATIONAL TYPEWRITING 


in the Trenton High School reached me only after 
long delay, for I had left Brussels before it was 
despatched, and had gone to the South of France. 
Perhaps, by now, the session for which you desired 
this message has passed, but in any event, you 
may say to your scholars, for me, with my best 
wishes for their success, that in the business 
world as elsewhere, character is the thing that 
mainly matters, character and courage, and the 
avoidance of cant and pretentiousness. 

Yours very sincerely, 

Brand Whitlock 

[Brand Whitlock, author and diplomat; at one time 
mayor of Toledo; now ambassador to Belgium.] 

Page 102: (50-space line; single; 20 lines.) 

The only way I know of to sell pictures is to 
make them the very best you can—put your 
best knowledge and your best skill and your best 
thought and your best workmanship into each 
one and never think if you are being paid what 
you think it is worth. For your own sake it must 
be your very best—and the first thing you know, 
you will not be able to supply the demand—and 
that is all I know about selling pictures, but I 
think it is a rule that will hold good whenever 

applied. # . , . 

Painting pictures or selling them, keeping books 
or taking dictation, whether at easel or desk or 
counter, whatever you are doing, it must be done 
to the very best of your ability. If you will all 
live up to that, there will be eight successful 
lives and happy ones. 

With the best of good wishes, 

Jessie Willcox Smith 


43 


TEACHER’S MANUAL OF THE 


[Jessie Wilcox Smith, artist and illustrator. She is best 
known for her child studies with accompying verses.] 

Page 106: (50-space lines; double spacing). 

Dear Sir: 

I scarcely know what advice to give other than 
if I had my life to live over again, I would make the 
most of the educational advantages my parents 
offered me instead of wasting my opportunity. 
But, alas, how often do we hear this. Speaking 
of parents, I think their advice the best of all. I 
attribute all my good luck to the love of my mother 
for me, and my love and devotion to her. 

Yours sincerely, 

Chauncey Olcott 

[Chauncey Olcott, the “Irish tenor,” has played leading 
roles in musical drama for many years.] 

Page 107: (start 2inches from top; single; 60-space 
lines; 27 lines). 

I can tell you nothing that you do not know 
yourselves. My only message for you today is, 
like Barrie’s, the Call to Courage: The Courage 
to put away what we know is hurtful; the Courage 
to be sane; the Courage to see facts as they are, 
whether we like them or not; and the Courage to 
act, when we have rightly willed. There is a 
strange power in Courage that is apparently 
independent of one’s own volition, and which 
correlates amazingly with one’s efforts; it makes 
possible the impossible. A man thinks wearily 
and unavailingly, of finding a job; a morning comes 
when he says with a sudden, compelling courage, 
“I will get that job today!” and gets it with the first 


NEW RATIONAL TYPEWRITING 


trial. We all of us find this out in a thousand ways, in 
big or little things: some inspiring, unsuspected 
force works in us: we “get there.” 

And I wish, as a last word, that you may have 
the courage to smile and to be kind—sometimes 
the hardest thing of all when your own disappoint¬ 
ment gnaws at you!—the courage to gain strength 
to lift that cedar-sweet beam of kindness that 
helps to build a House for God. Even in business 
this does more than can be told. 

Well, that’s all. And if any of you can come 
to see me, please do. I’ll raise the flag! Even 
if I can seldom get out myself, it’s pne of my 
greatest joys to see my friends. May I count you 
all among the number? 

With all the best wishes, I am 

Most sincerely and gratefully yours, 

Mary Stewart Cutting 

[Mary Stewart Cutting, author of “Refractory Hus¬ 
bands,“Some of Us Are Married,” etc.] 

Page 109: (60-space lines; double; 15 lines). 

Dear Sir: 

Pardon delay in answering your letter regarding 
a message to your pupils now in training for 
business. I have been out of town. My message 
to your pupils would be: 

Looking back over modern history, it is hard to 
select any period when the world needed thought 
and serious effort more than the present. The 
great war has left us jaded, and convalescence is 
slow. The addition to American business and 
enterprise of fresh, young minds, filled with zest 
and ambition, will wonderfully help and open a 
45 


TEACHER’S MANUAL OF THE 

way to success for those that really strive. This 
is truly a time of great opportunity. 

Sincerely, 

Raymond L. Ditmars 

[Raymond L. Ditmars, naturalist, author, and producer 
of educational motion pictures.] 

Page 111: 60-space lines; double; 12 lines. 

I am sending the mistakes and all as it was 
written at my dictation by a protege of mine who 
is trying desperately to acquire an education and 
earn his living at the same time. The subject is so 
voluminous that it requires more time than I have 
been able (on account of rheumatism) to give to it. 
Hope it is worth reading. If you have not already 
read “The Princeton Foundation Course in Per¬ 
sonal Efficiency” (Independent Corporation, 119 
W. Fortieth Street, New York), I think you would 
like it. 

With all good wishes. 

Cordially, 

Mrs. John A. Logan 

[Mrs. John A. Logan, editor of The Home Magazine and 
author of “Recollections of a Soldier’s Wife,” etc.] 


46 


NEW RATIONAL TYPEWRITING 


PART IV 


INTRODUCTION TO THE PREPARATION 
OF MANUSCRIPTS 

As with other new subjects, the introduction should be 
studied and digested. The preparation of various kinds 
of typewritten matter is essentially part of the stenog¬ 
rapher’s work. In this section it is aimed to present good 
models and to supply projects that will test the pupil’s 
ability to work out new but interesting problems. It will 
be noted that nearly all of the projects have a content 
value. Consequently the copying and re-copying to turn 
out a piece of work that will be satisfactory to the teacher 
will carry with it an additional advantage—for it is almost 
impossible to go over matter two or three times without 
absorbing its meaning. 

Other keys to the problems in this section seem hardly 
necessary since the arrangement in most cases will be 
handled satisfactorily by the pupil. The author, however, 
will be glad to discuss any problems with teachers which 
may arise in connection with this work. 

Suggestions are. made in the outline (pages 90-94) 
for cutting down the amount of material in this section 
to meet the requirements of a shorter course. 

KEY TO LABORATORY PROBLEMS 

Keys are given only when necessary. In Section XXV, 
for example, the First Assignment is marked out in the 
book; in the Second Assignment, the capitalized words 
begin paragraphs; in the Third and Fourth Assignments, 
each number begins a paragraph. 

47 


TEACHER’S MANUAL OF THE 
Section XXVI: Second Assignment, 1. 


manual of style 


A Compilation of 

Typographical Rules Governing the Publications of 
The University of Chicago, with Specimens of 
Types used at The University Press 


SIXTH EDITION 



THE UNIVERSITY OF CHICAGO PRESS 
CHICAGO, ILLINOIS 


48 








NEW 


RATIONAL TYPEWRITING 


Section XXVI: Second Assignment, 2. 


THE 

CATHEDRAL CHURCHES 
OF ENGLAND 


TfiEIR ARCHITECTURE, HISTORY 
AND ANTIQUITIES, WITH 
BIBLIOGRAPHY 
ITENERARY ft 
GLOSSARY 


A Practical Handbook for Students 
and Travelers 

BY HELEN MARSHALL PRATT 


Illustrated 


HEW YORK 

BUFFIELD AND COMPANY 
1910 


49 








TEACHER’S MANUAL OF THE 


Section XXVI: Second Assignment, 3. 


THE TREASON & DEATH 
of 

BENEDICT ARNOLD 

A Play for a Greek Theatre. 

By 

JOHN JAY CHAPMAN 


’MOFFAT, YARD & COMPANY 
1910 


50 




NEW RATIONAL TYPEWRITING 
Section XXVI: Third Assignment, 1. 


General Hubbard Edition 

THE north pole 


ITS DISCOVERY IN 1909 UNDER THE 
AUSPICES OF THE. PEARY 
ARTIC CUJB 


by 

ROBERT E. PEARY 


With an Introduction by 
THEODORE ROOSEVELT 


And a Foreword by 

gilbert h. grosvenor 

Director and Editor, National Geographic Society 


With Eight Full-page Illustrations Reproducing Photographic 
Engagements colored by Hand; One Hundred 
Illustrations in Black-and-White, from 
Photographs-; and with a map in 
Colors by Gilbert 
Grosvenor 


0 


0 

. 0 
0 


NEW YORK 

FREDERICK A. STOKES COMPANY 
1910 


51 





TEACHER’S MANUAL OF THE 

Section XXVI: Third Assignment, 2. 

Century Library. Edition 

WORKS OF 

CHARLES D ICKENS 

Volume I 

PICKWICK PAPERS I 


NEW YORK 
THE CENTURY CO. 
1910 


52 




NEW RATIONAL TYPEWRITING 


Section XXVI: Third Assignment, 3. 


ORIENTAL SERIES 


- SIAM - 

An Account of the Country and 
the People 


By 

p. A. THOMPSON 
B.A.,A.M.,I.C.E. 

Late of The Royal Survey Department, Siam 


VOLUME XVI 


J. B. MILLET COMPANY 
Boston & Tokyo 


53 




TEACHER’S MANUAL OF THE 


Section XXVI: Fourth Assignment, 1. 


AMERICA 


l(y country'- r tis of thee, 
Sweet land of liberty, 

Of thee I sing, 

Land where my fathers died' 
Land of the Pilgrims' pride'. 
From every mountain side 
Let freedom ring'. 


My native country thee — 

Land of the noble free -- 
Thy name I love, 

I love thy rocks and rills, 
Thy woods and templed hills; 
My heart with rapture thrills 
like that above. 


Our fathers' God' to Thee, 

Author of liberty, 

To Thee we sing; 

Long may our land be bright 
With freedom’s holy light; 

Protect us by Thy might, 

Great God, our Kingi 

S. F. SMITH, D.D. 


54 



NEW RATIONAL TYPEWRITING 


KEY TO LABORATORY PROBLEMS 

SECTION XXVI. 

Fourth Assignment, 2: 

Set stops for lines fifty spaces long. Center head¬ 
ing. Paragraphs beginning with “Three,” 1, 2, 3, and 
“example;” The words “grantor,” “trustee” and 
“beneficiary” following the numbers, to be written 
all capitals; the word “example” in small letters, 
underscored. “The Columbia Trust Company” to 
be centered at the bottom, and “New York City” 
underneath that, centered. 

SECTION XXVII. 

Second Assignment, 1: 

Center the heading “Thought;” begin paragraph with 
each number; the words in italics are to be written 
with small letters and underscored. 

The article entitled “Six Reasons Why you Should 
Make a Will” to be written as follows: 

Set stops for fifty spaces. Center the heading; begin 
a paragraph with each sentence printed in italics. 
Write the words printed in italics with small letters 
and underscore. 

Third Assignment, 3: 

Set stops for fifty-space lines. Start two and one- 
half inches from the top. Center the words “New 
York City” in one line; “Shakespeare Tercentenary 
Celebration” in the second; “Committee” in the third 
—all single spacing; make one double spacing; center 
“Chairman, Miss Mary Porter Beagle.” Center 
“Sub-committee;” double space below. Left and 
right margins to be equal and flush. In order to ac¬ 
complish this, the names of the committees will start 
at the same point on the scale; the names of the mem- 
55 


TEACHER’S MANUAL OF THE 


bers will finish at the same point on the scale. Center 
“Executive Secretary,” written all capitals, center 
the name of the secretary and the address underneath. 

SECTION XXVIII. 

Second Assignment: 

The material for this assignment is already arranged in 
the text; the problem is to rearrange on half sheets, 
written across the narrow way. 

Assignments Three, Four and Five: 

The material is an explanation of the Bank statement, 
Section XXIX, to be made up in the form of a booklet. 
The matter will be copied on half-size sheets, with the 
lines running the narrow way. A suitable cover is to 
be arranged and the whole bound together. Plenty of 
margin to be left all around. As more than one period 
will probably be necessary to do the work satisfactorily, 
this project will constitute the Third and Fourth 
Assignments. For the Fifth Assignment, Speed Test, 
copy the article beginning on page 131—Introduction 
to Tabulation and Billing. 

SECTION XXIX. 

Second Assignment, 2: 

Center heading: “States and Territories of the United 
States.” Arrange the rest of the matter in three 
columns, which will be headed “Names,” “Abbrevia¬ 
tions,” “Capitals,” the columns will be two and one- 
eighth inches apart. 

Third Assignment: 

The material is arranged correctly in the text book, and 
should be merely adapted into typewriting. 65 spaces 
required. 

Fourth Assignment: 

This material also is worked out in the text book. Note 
56 


NEW RATIONAL TYPEWRITING 


that in the first edition of the book the fifth line in the 
tabulation was inadvertently repeated. The correction 
should be made. 


SECTION XXX. 

First Assignment: 

Planned in the book. 

First Assignment, 2: 

KIDDER PEABODY ACCEPTANCE CORPORATION 

BALANCE SHEET, December 31, 1922 
Assets 


Cash. $216,978.16 

U. S. Government Bonds. 5,131,674.25 

Municipal Bonds. 500,527.40 

Miscellaneous Bonds. 1,328,840.00 

Stocks. 1,556,192.33 

Real Estate. 107,522.20 

Notes and Accounts Receivable. 1,240,000.00 

Bills Receivable. 526,431.60 

Customer’s Liability. 3,576,282.16 


Total Assets 


$14,184,448.10 


Liabilities 

Class A 5% Pfd. Stock. 

Class B 6% Pfd. Stock. 

Common Stock.. 

Bonds. 

Acceptances. 

Surplus.. $625,000.00 

P. & L. 285,615.05 


$6,000,000.00 

2,125,000.00 

1,250,000.00 

32,000.00 

3,866,833.05 

910,615.05 


Total Liabilities. $14,184,448.10 

Note to Teacher:—Observe corrections made in figure; and check up 
to find if students have made the discovery. Object, to stimulate 
initiative in hunting out errors. 


Second, Third and Fourth Assignments: 

Planned in the book. 


57 






















TEACHER’S MANUAL OF THE 


PART V 


INTRODUCTION TO TABULATION AND BILLING 

The work in tabulation and billing is only an introduction 
to the subject. It is not expected that the pupil will 
become a billing clerk. In many offices, however, some 
work of this kind is required, and if the pupil understands 
the principles and works out a sufficient number of problems 
to make them “stick,” as much has been done as can be 
done without specializing on it. 

In tabulation, however, we have another problem. 
Tabulation is constantly used. But this, also, is a mere 
introduction to the subject in preparation for “Projects 
in Advanced Typing and Office Practice.” 

The New Rational , it will be understood, is a “one year” 
book. It gives the fundamentals of typewriting and lays 
the foundation for a high degree of technical skill. 


KEY TO PROBLEMS IN BILLING 


SECTION XXXI. 


First Assignment: 

Problem 1 (see textbook). 
Problem 2 (see textbook). 
Problem 3 


Extensions Total 


45 
2 50 


13 50 


7 98 
1 39 
87 


26 69 


58 


NEW RATIONAL TYPEWRITING 


Second Assignment: 
Problem 1 


Problem 2 


Problem 3 


Third Assignment: 

Problem 1. 


Problem 2. 


Problem 3. 


Extensions Total 


1 

00 



4 

70 



3 

26 



5 

46 



13 

85 

27 

27 


22 




19 




18 



1 

35 




98 

2 

92 

1 

79 




98 



2 

70 



1 

52 



1 

02 

8 

01 

87 

00 



61 

50 



165 

4 



20 

60 



2 

25 



14 

00 

350 

79 

55 

0 



1 0 

00 



60 

00 



192 

00 



9 

60 

47 

20 

11 

40 



68 

10 



171 

50 



26 

60 

277 

60 


59 


TEACHER’S MANUAL OF 


Fourth Assignment: 
Proble 1. 


Problem 2. 


Problem 3. 


SECTION XXXII. 

First Assignment: 

Problem 1. 

(Note: The price in the 
third item was omitted: 
it should be 75c.) 

Problem 2. 


Problem 3. 


Extensions 

6 50 
5 40 
4 25 

2 95 
1 86 

3 25 

1 15 
35 
22 
45 

8 98 
3 47 
1 96 
10 
1 95 


6 50 
86 
75 
35 

12 95 
41 75 

13 65 
11 05 

21 80 
5 40 
21 00 
11 35 
8 50 


THE 

Total 

24 21 

2 17 

16 46 

8 46 

79 40 

68 05 


60 


NEW RATIONAL TYPEWR 

I T I N G 


Extensions 

Total 

Second Assignment: 

Problem 1. 

2 50 



3 75 

3 50 

75 

1 00 

3 50 

1 00 

16 00 

55 00 

12 50 

9950 

Problem 2. 

196 00 


(Note: The price on the 

3,056 00 
83,640 00 


fifth item was omitted; it 

2,042 00 


should be 75c. sq. foot). 

2,400 00 


2,3 0 00 
680 00 

2, 02 25 

97,066 25 

Problem 3. 

1 98 



5 15 

1 20 
29 

3 65 



4 85 

9 75 

3 05 

7 95 
59 75 

97 62 

Third Assignment: 

Problem 1. 

492 00 



1,350 00 
3,757 00 
323 00 
660 00 
1,248 00 

7,830 00 


61 


TEACHER’S M 

Problem 2. 


Problem 3. 


Fourth Assignment: 

Problem 1. 


Problem 2. 


Problem 3. 


UAL 

O F 

THE 

Extensions 

Total 

7 

94 



3 

59 



82 

69 



1 

14 



1 

25 



2 

51 



16 

80 

115 

92 

206 

93 



7,888 

50 



3,521 

00 



276 

50 



215 

00 



145 

00 



300 

00 

12,552 

93 

5,000 

00 



15,000 

00 



2,500 

00 



4,725 

00 



375 

00 



450 

00 



460 

00 



960 

00 

29,470 

00 


98 



3 

48 



2 

98 




65 




70 



1 

98 

10 

77 

17 

95 



26 

00 



13 

75 



9 

95 



1 

63 



1 

89 

71 

17 


62 


NEW RATIONAL TYPEWRITING 


PART VI 


INTRODUCTION TO LAW AND BUSINESS PAPERS 

In this chapter of the book the mere fundamentals of the 
preparation of law papers and business papers is undertaken. 
Types of most frequently recurring instruments are shown 
and problems provided that will give a proper foundation. 

It is important to note that many of the forms, such, for 
example, as “construction contract,” are presented as a 
problem in arrangement as well as in typing. The general 
form is shown, but the pupil will follow the rule of spacing 
twice between paragraphs, typing the instrument on legal 
size paper. 

Carbon copies should be required and the instruments 
put in proper manuscript covers, with endorsements. In 
other words, the instrument should be a complete job, 
ready for the signatures. By following the suggestion 
given below, “keys” to these problems will be unnecessary. 

Instructions for preparation of other papers: 

Bill of Sale (page 147). This instrument should be 
written on paper 83^ x 13 inches, double spaced. A little 
more space than is shown as the place for the first signature 
should be left in order to make the page balance better. 
Manuscript cover should be prepared. 

Power of Attorney (page 148). Double space on legal 
size paper ( 8^2 x 13 inches). Leave a margin of at least two 
inches at the top. 


63 


TEACHER’S MANUAL OF THE 


Notice of Shareholder’s Meeting (page 148). Make 
five copies, double spacing on regulatio n letter sheets. No 
manuscript cover required. 

Quit-claim Deed (page 149). One original and two 
carbon copies are required, written double spacing on 
8 y 2 x 13 inch paper. Manuscript cover. 

Transcript of Testimony (page 150). This is to be written 
on 8K x 13 inch paper, double spacing, two inch margin at 
top. 

Lease (page 151). Same as foregoing, but manuscript 
cover to be prepared. Double spacing and more room 
than is shown between the lines for signatures. 

Mortgage (page 152). One copy on legal cap paper, 
proper manuscript cover, double spacing. 


64 


NEW RATIONAL TYPEWRITING 


CONTENT OF THE COURSE IN 
TYPEWRITING 

WITH SUGGESTIONS FOR METHOD OF HANDLING 

In the following pages an attempt is made to suggest 
complete courses in typewriting suitable for various school 
organizations. The aims and the means of achieving them, 
together with contents, found on the New Rational Type¬ 
writer , and practical application are fully discussed. With 
this general outline, the teacher will be able to adapt a 
course that will be suited to the particular needs of his 
school. 

The course in typewriting outlined for the senior high 
school in the following pages is based on a minimum time 
requirement of five periods a week for two years. To 
accomplish the work outlined within this time limit, the 
subject in senior high school should be offered in the 
tenth and eleventh years. 

Provision is made in the syllabus for the junior high school 
work to be begun in the ninth year as a pre-vocational 
subject. 

In the case of pupils electing shorthand, typewriting 
should be required in the same years with the study of 
shorthand. Where pupils are permitted to elect type¬ 
writing below the second year in senior high school, more 
time will be necessary: the program for junior high school 
may be followed in this case. 

The aims in the typewriting course in the private com¬ 
mercial school are the same as those of the high school 

65 


TEACHER’S MANUAL OF THE 


offering typing as a part of a vocational course for secretar¬ 
ial training. 


AIMS—SENIOR HIGH SCHOOL 

The general aim in the teaching of typewriting is to 
prepare the pupil to do intelligently and efficiently the work 
usually required of a typist. In order that the .desired aim 
may be realized, the demands of the business world must be 
fully appreciated and understood by the teacher. The 
specific aim should be to meet the standards of work 
demanded by the best business houses. In other words, 
the course should be vocational. Collateral work should 
be carried on co-incidentally to develop a background. 

The teaching of the subject is further guided by the 
following specific aims: 

1. To develop an efficient operating technique. A correct method 
of operating is the basis of skill.. In addition, there should be 
acquired a degree of proficiency in the practical application of 
the technique that will enable the pupil to write accurately at a 
fair rate of speed. 

2. To give the pupil knowledge of the principles of form and arrange¬ 
ment as applied to typewritten business papers, and, above all, 
to develop power to type such papers in attractive form from 
unarranged copy. This latter aim is of vital importance since 
that kind of work in connection with transcribing shorthand 
notes is a basis for typing success. 

3. To acquaint the student with the details of business practice 
related to typing. 


Outline of Course 

The course in typewriting, with suggested methods, is 
grouped under the following three heads: 

1. The mechanism of the typewriter 

2. The operating technique. 

3. Practical application 


66 


NEW RATIONAL TYPEWRITING 


MECHANISM OF THE TYPEWRITER 

At the very beginning of the work in typewriting the pupil 
should be familiarized with the names and functions of 
the various operative parts. The proper understanding 
of the mechanical features of the typewriter, and skill in 
their operation are fundamental to efficient work. These 
features should be taken up progressively, as the need 
arises, on a properly organized plan running through the 
course, to make certain that all features are introduced 
at the proper time and skill in their use acquired. 

Skill in the use of the operative features of the type¬ 
writer naturally is cumulative. At the beginning certain 
features are necessary to the mere operation of the machine; 
for example, manipulating the keys, and the space bar, 
the carriage release, the marginal stops, the shift keys, 
and inserting and removing paper, etc. Other features 
do not come into the field of learning logically until later 
in the development of typing skill. By learning properly 
to employ the operating features of the machin eearly, the 
natural use of them will rapidly become automatic. 

The pupil should be taught to keep his machine in good 
working order. The learning of the various parts of the 
machine always should be under the personal direction of 
the teacher. This instruction can be given to small groups 
more efficiently. The pupil should not be encouraged to 
attempt to make repairs. If he understands the mechani¬ 
cal purpose of the working parts, slight disturbances in 
their proper functioning may be corrected often times 
by the pupil himself; but he should be restrained from 
experimentation. As a general rule pupils in typewriting 
have little mechanical knowledge, neither is it necessary or 
particularly desirable for them to have such knowledge; 
all adjustments, therefore, should be made under the 
direct supervision of the teacher. 

67 


TEACHER’S MANUAL OF THE 


The following is the suggested order in which the opera¬ 
tive parts of the machine can be best introduced: 

(a) Insertion and removal of paper; functioning of paper holders; 
paper release; paper rest. 

(b) Returning carriage for a new line; line spacing mechanism; bell. 

(c) Cleaning and oiling the machine. 

(d) Carriage release. 

(e) Marginal stops and release. 

(f) Shift keys and shift lock. 

(g) Back spacer. 

(h) Variable line spacer. 

Acquaintance with the following features may be deferred 
until later in the course: 

(a) Tabular key or column selector, tabulator stops. 

(b) The ribbon mechanism, and its functions; kinds of ribbons; the 
ribbon release control; bichrome device; release of ribbon for 
making mimeograph stencils. 

(c) Envelope guide. 

OPERATING TECHNIQUE 

Since the touch system is now universally recognized 
as the most efficient method of operating the keyboard, 
that system only will be considered. Various devices 
have been utilized, with varying degrees of success, to 
insure an early mastery of the keyboard by the touch 
system. 

Blank keys and shields are the two most common 
devices. Blank keys are of little value, and have only a 
negative influence in compelling the student to learn the 
order of the keys merely; they do not produce touch opera¬ 
tors. Shields may be employed with some advantage 
in the early stages of learning the keyboard; but the most 
successful plan is to motivate the pupils so strongly that 
they will, of their own volition, adhere to the touch method 
of operation. When the shields are used, they should be 

68 


NEW RATIONAL TYPEWRITING 


discarded as soon in the practice as practicable. Shields 
interfere to some extent with the proper operations of the 
typewriter, and also have the disadvantage of making it 
almost impossible for the teacher to observe the student s 
operating technique. If the pupil can be induced to stick 
to the touch method until the keyboard has been learned, 
and the tactual images of the location of each key are 
fully established, little difficulty will be experienced after 
that; the pupil will find that it is easier to write by touch 
than by the sight method. 

The following features must be emphasized: 

1. The importance of correct beginning. 

2. Posture at the machine. 

3. Machine operation: 

(a) Inserting and removing paper. 

(b) Spacing and throwing the carriage for a new line, including 
instructions concerning single, double and triple spacing, 
margins and indentations. 

(c) Position of the hands and arms and locating the position 
of the fingers on the keyboard. 

(d) Learning the keyboard. 

(e) Method of tapping the keys; the rhythmic stroke; 
operation of space bar. 

(f) Individual finger reaches with reference to direction and 
return to locating position (home position). 

(g) Use of shift keys and shift lock. 

(h) Figure keys. 

(i) Characters and symbols not on the keyboard. 

4. Use of charts. 

5. Methods of practice. 

6. Types of Drill. 

7. Habits. 

8. Development of accuracy. 

9. Development of speed. 

10. Development of typing power. 

69 


TEACHER’S MANUAL OF THE 


1. The Importance of Correct Beginning: In the first 

few lessons in typewriting the foundations of skill are laid. 
Therefore, the effort should be centered on correct tech¬ 
nique. Very much may be gained by interesting the pupil 
in this phase of his work and drawing his attention tem¬ 
porarily away from what the average pupil most desires— 
to write something. Whatever effort is devoted to learning 
the correct method of operation at the start will yield 
results in the end that more than compensate for the time 
expended. The aim from the beginning should be to 
establish habits that contribute to both accuracy and 
speed of operation. Time should not be wasted in attempts 
to secure “perfect” copies of exercises in the beginning 
stages. “Perfect” copies do not mean anything so far 
as learning is concerned unless they are produced by 
methods that have a bearing on the pupil’s development 
of typing power. 

The highest possible ideals, naturally, should be the objective 
towards which to drive, but accuracy of copy oftentimes may 
be secured at too heavy an expense. An inflexible demand 
for correct copy may force the pupil to secure it by any method 
his ingenuity suggests. 

In any well organized textbook on typewriting the work 
is laid out with definite objectives in each exercise. To 
follow these with the attention focused on method will 
in the end yield gratifying results. While the emphasis 
should be placed on the keyboard technique lessons and 
every possible means utilized to promote correct work, 
needless time should not be consumed in working out the 
early lessons. Experience has shown that insistence on 
the “perfect” copy has more often retarded and discouraged 
the student than it has been a factor in his progress toward 
operating skill. When a fair degree of skill is obtained 
on each exercise, the pupil should proceed with the next. 

70 


NEW RATIONAL TYPEWRITING 


It is too much to expect perfection. The acquisition of 
typing skill is progressive. Each lesson necessarily brings 
into review practices learned in the preceding lessons. 
The speed of progress should be such as constantly to 
keep alive the pupil’s interest, but not at the expense of 
thoroughness. Interest and enthusiasm are powerful 
factors in the learning stages. 

2. Posture at the Machine: Ease of operation and 
accuracy are greatly promoted by correct posture. Incor¬ 
rect posture produces fatigue. It is an almost constant 
source of mistakes in operation. At the outset the teacher 
should demonstrate the correct position, explaining every 
detail of it. Afterwards he should exercise constant 
supervision of this feature of the pupil’s work until correct 
posture is a matter of habit. 

The main features to be observed are: height of chair; 
and easy, relaxed position in the chair—a position that 
permits accurate reaches to the keys; feet on the floor; 
body pivoting from the hips. Detailed information on 
posture may be obtained from the illustrations and text 
of the typewriting manual. 

3. Machine Operation: A tremendous advantage is 
secured by thoroughly acquainting the pupils with the 
operating features of the machine as early in the learning 
process as possible so that correct operation will become a 
matter of habit through repetition. 

(a) The fundamental operating features, such as inserting 
and removing paper, spacing, method of tapping the 
keys, making the reaches, etc., are necessary at the start. 

(b) Care should be exercised not to attempt to develop too 
many of these factors at one time; the work should be 
laid out progressively with only enough in one period to 
make sure that operating efficiency is obtained. 

(c) The position of the hands and arms is quite important; 
it may be taken up in connection with posture at the 
machine. The typewriting instruction books cover these 
features in detail and show by illustrations the best 
methods. 


71 


TEACHER’S MANUAL OF THE 


4. Learning the Keyboard: Learning the keyboard 
involves much more than having a mere visual image of 
the location of the keys; this image must be transferred 
to the muscle memory sense, through properly constructed 
exercises. It would be an advantage if the pupil would 
get an accurate visual image of the keyboard at the outset; 
but so far as learning to make the reaches is concerned 
these are more easily acquired by taking up the keyboard 
in sections. The feature, after all, that is to be emphasized 
is an operating memory and this perhaps can be developed 
more accurately and with greater success progressively 
than by attempting too much at the start. 

5. Method of Tapping the Keys: All operating features 
of the keyboard are more susceptible of illustration by 
demonstration than by explanation. The method of 
operation is illustrated and covered quite thoroughly in 
detail in the New Rational. 

The principal points to be emphasized are: Hitting the 
key squarely in the center, with a sharp, resilient, rhythmic 
stroke; getting the fingers off the keys quickly to allow 
the type bars to function properly; lifting the finger no 
higher than is necessary for the proper functioning of the 
key mechanism. 

From the outset attention must be given to the rhythmic 
stroke. This may be greatly promoted by the use of the 
Rational Rhythm Records which give an even marking of 
the time. Music is stimulating and lends an interest to 
the work that is productive of excellent results if properly 
employed. 

The space bar is to be struck with the right thumb only. 
Nothing is to be gained by alternating thumbs in the spacing 
operation. And it involves a complexity in learning that is 
undesirable. 


72 


NEW RATIONAL TYPEWRITING 


6. Individual Finger Reaches: Independent control of 
the fingers is necessary. It is developed through properly 
constructed exercises and drills. These will be discussed 
later under the head of types of drill. 

7. Use of Charts’ Large wall charts showing the proper 
divisions of the keyboard into finger sections may be used 
with advantage in the beginning. Their use, however, 
should be discontinued as quickly as possible. Other¬ 
wise pupils will rely upon them rather than learn the 
location of the keys in writing. The progressive charts 
given in the New Rational are to be preferred for practice 
use. The wall charts may be employed for the purpose of 
explanation, but should not be displayed during the 
practice periods. 

8. Methods of Practice: The method of practice should 
have for its aim the acquisition of typing power, which 
means literally the use of skill in working out problems 
as they arise. Repetition of an exercise is of little value 
unless conscious attention is given to it. Every effort 
should, therefore, be made to compel attention. On the 
other hand repetition is a powerful aid in acquiring skill 
when combined with interest and attention. We do not 
learn violin or piano technique by continually practicing 
new pieces. Acquiring skill in typing is merely a matter of 
developing certain habits of operation that become auto¬ 
matic. As long as we must give conscious attention to 
finding the keys, and performing other elementary opera¬ 
tions of typing (necessary in writing new matter), speed 
and accuracy in writing are impossible. 

But whatever method of practice is selected the emphasis 
should be placed upon intensive effort, concentration, 
a high degree of motivation, and periods of practice long 
enough to insure a fair consolidation of the objectives 
in view. 



73 


TEACHER’S MANUAL OF THE 


9. Types of Drill—Elementary: During the keyboard 

learning stage of typewriting greater gains in skill will be 
made by the selection of practice material that contributes 
not only to facility in making the reaches, but to fingering 
skill of permanent value. Types of drill that have for 
their purpose merely the learning of the reaches are waste¬ 
ful. A better form of drill is one that brings into use the 
letter-combination frequencies of the language. Theoreti¬ 
cally, the ability to make a reach from any one key to any 
other key within natural limits is desirable. In practice it is 
found that there are fundamentally a number of reaches 
that recur with great frequency. These frequencies may 
be utilized both as reaching drills and as a means of acquir¬ 
ing a skill that is of permanent utility. 

In order to maintain interest the drills should have a 
meaning to the pupil. He should not be kept working in 
the dark toward some objective which is not clear to him. 
Faith in the teacher or in the method initially may be very 
strong. It may be conserved and strengthened by letting 
the pupil see what the end of his quest is to be. 

Drills should be provided that take into account the 
letter by letter, word, and sentence stages of development 
in acquiring typing skill. These may be judiciously com¬ 
bined. All drills should keep in view the development of 
typing power. The principal types of drill are: location, 
facility, concentration, test. Special drills must be pro¬ 
vided for developing facility in the use of the different 
fingers—especially the third and fourth—to bring them 
up to the degrees of efficiency that is natural for the first 
and second fingers. 

The New Rational text-book treats these matters scientif¬ 
ically. It will be found to be very effective in saving the 
teacher’s time for more careful supervision and individual 
helps, and to hasten learning on the part of pupils, 

74 


NEW RATIONAL TYPEWRITING 


10. Types of Drill—Advanced: After the keyboard 
learning stage—that is, after all the letter and figure 
keys have been learned—the practice material becomes 
more general in type. In fact, in a properly organized 
course in typing, the pupil will pass gradually from the 
letter-by-letter and their frequent-sequence stage, into 
the word-group or sentence stage. 

With the completion of the keyboard drills, which have 
for their purpose merely the learning of reaches and the 
rapid and accurate fingering of frequent combinations, 
it seems desirable to spend considerable time in developing 
a straight-away copying skill on both sentences and 
paragraphs. This type of drill should be planned to develop 
rhythmic, continuous writing and to give an opportunity 
for the operating technique to become automatic before 
emphasis is placed on the proper arrangement of matter 
on the page. If the matter of arrangement is stressed too 
early in the work the pupil will be torn between two forces— 
one powerfully influencing him to give conscious attention 
to the actual operation of the machine; the other to the 
proper arrangement of the matter. This is not an eco¬ 
nomical employment of his abilities. After a fair degree 
of automatism has been secured in straight-away copying 
the pupil will easily and naturally give his undivided 
attention to the problem of arrangement. When this 
stage of development has been reached, greater stress should 
be placed upon the solution of typing problems. The 
typist's work is to convert one kind of copy into another. 
He either transcribes from his shorthand notes or from 
typewritten matter that has been altered by emendations 
or additions. Hence, the copying of straight typewritten 
matter, already in correct form, is of little value in develop¬ 
ing power to handle original problems. 

Problems should be provided that prepare the pupil for 
75 


TEACHER’S MANUAL OF THE 


transcription. The work to be interesting must have 
a practical appeal. The problems must make a demand 
upon the pupil’s initiative, resourcefulness, taste, knowledge 
—if he is to develop power. 

The introduction to transcription should be for the 
purpose of co-ordinating the two arts—typewriting and 
shorthand. The first step in this direction is made in 
transcribing unarranged and unpunctuated material; the 
second is in transcribing from carefully prepared shorthand 
notes—plates—which involves little more than reading 
the shorthand and typing; and the third step is in transcrib¬ 
ing no,tes written by the pupil. 

11. Habits: Since skill in typing is merely the acquisi¬ 
tion of a series of habits, it will be seen that the greatest 
care must be given from the beginning to the development 
of correct habits. The acquisition of incorrect habits must 
be gaurded against. In the learning of typing, lower 
order habits must give away to higher order. Consequently 
some of the primitive operations—as, for example, feeling 
the way along the banks of keys to a given letter—should 
not be carried to a point where they become fixed habits; 
otherwise they may be so strong as to place an inhibition 
on acquiring newer and better habits. 

12. Development of Accuracy: Since skill in typewriting 
is a cumulative art, accuracy will improve with a mastery 
of technique and with continued practice—if the practice 
is of the right kind. Therefore, it is unwise to retard 
progress by requiring each lesson to be correctly written 
before advancing to the next. Correct technique is the 
more important aim, and accuracy will be secured only 
to the extent to which this aim is realized. Moreover, 
the number of times an exercise is to be written should not 
be arbitrarily fixed but must depend upon how thoroughly 
the technique involved has been mastered, 

70 


NEW RATIONAL TYPEWRITING 


Inaccuracy that is the result of carelessness is inexcus¬ 
able. The pupil should be encouraged at all times to 
strive for accuracy; that is an ideal to be striven for, 
but not always to be achieved. The human equation 
always enters into the question of accuracy, and the pro¬ 
cedure to follow with different individuals is a question 
that the teacher must solve. Accuracy generally is devel¬ 
oped through deliberation, through mastering the intricacies 
of fingering by repetitive exercises, concentration, poise, 
but above all perhaps through developing the mental phases 
of typing. It is primarily a matter of mental control. 
Accuracy is a means to an end—and that end is speed in 
production. 

13. Development of Speed: Facility in writing depends 
almost wholly upon automation. Hence all practice that 
leads to a complete automatization of operation tends to 
develop speed. Since only a moderate rate of speed is 
required for commercial work, too great emphasis should 
not be placed on this phase of typing. If proper attention 
is given to the drills in the early stages of learning* to 
acquiring facility of operation along with correct technique, 
speed will almost take care of itself. Rhythm and accuracy 
should never be sacrificed for speed. There is a danger, 
however, that by placing the emphasis too strongly and 
constantly on accuracy the pupil will fall into a habit of 
luxurious indifference to the question of speed. It may 
be an advantage in many instances and on many types of 
work to push the pupil to his physiological limit. He must 
be taught the value of sustained operation. Speed as 
speed should not be considered as a factor, but it must be 
understood that in commercial life work must be done 
expeditiously. Pressure should be put upon the pupil 
to increase his power of production. 

If an analysis were to be made of the pupil's activities in 
77 


TEACHER’S MANUAL OF THE 


typewriting during the day, it would be found that the 
greatest factor in inadequate production was the result 
of waste time in unnecessary movements, inability to pass 
from one phase of the work to another smoothly, lack of 
concentration, lack of enthusiasm, lack of’ motivation. 
These are factors that must be dealt with by the teacher. 
The pupil must be stirred out of the rut of unproductive 
work. He must be taught to make his movements count 
for something constructive. 

Speed in typing is not merely a matter of tapping a 
great number of keys in a given time; it is more the result 
of continuous operation and the avoidance of mistakes. 
It is the result of an even flow of power—of poise, of control, 
of keeping at it. Facility exercises should be a regular 
part of the work in typing constantly to urge the pupil 
out of the rut he will inevitably fall into unless pressure is 
brought to bear to force him into a higher realm of achieve¬ 
ment. 

14. Development of Typing Power: Mere operating 
skill, valuable as it is, is not the final solution of the problem 
of typing. 

“Very little time should be spent in making facsimile 
copies of business letters, tabulated data, and the like, 
printed in typewriter type and set up to illustrate good form 
and arrangement. If the pupil’s ability to apply the 
principles of form and arrangement is to be developed, 
the major part of the work should consist in typing business 
papers for which only the unarranged copy is provided. 
For comparative study the same exercise may be assigned 
occasionally to different members of the class to be typed 
in various ways, the merits of the several products to be 
brought out in class discussion.” (New York Syllabus for 
Secondary Schools, 1919, Commercial Subjects). 

This cultivation of power should not be deferred neces- 
78 


NEW RATIONAL TYPEWRITING 


sarily until the advanced stages of learning have been 
reached. In a properly constructed textbook, provision 
is made for this ultimate employment of the typist’s powers. 
Typing should not be considered as a mechanical art. In 
all practice, provision must be made for the pupil to use 
his intelligence and his knowledge. He must be taught 
to think as well as to execute. There are unlimited oppor¬ 
tunities in typing for developing ability of this type, and 
this in itself is an educational justification for typing in 
addition to its value as an accomplishment of practical use. 

PRACTICAL APPLICATION 

The following are fundamental in the training of pupils 
for efficient work as typists or stenographers. In New 
Rational Typewriting all these features are taken up in 
logical order, and sufficient practical application secured 
through laboratory problems to develop a definite degree 
of skill: 

The Business Letter: 

1. The essential parts of the busines letter treated from 
the viewpoint of arrangement. Considered with this will 
be all the details necessary to develop artistic taste in 
placing letters of different lengths on the letter sheet with 
due regard to margins, etc.; the use of different line spacings 
—single, double, and triple; the spacing between letterhead 
and date line, and the spacing between date line and inside 
address, between’ paragraphs, etc. 

2. The proper position of: 

(a) The particular address, “Attention of Mr.-” 

(b) Letter subject. 

(c) Heading for second sheet. 

(d) Estimating the proper length of a letter so as to 
secure an artistic arrangement on the second 
sheet if one is required. 

3. The correct use of: 

(a) Titles of courtesy. 

79 


TEACHER’S MANUAL OF THE 


(b) Different forms of salutation and complimentary 
closing. 

4. Different forms of signature. 

5. Different methods of indicating enclosures; file num¬ 

bers and other identification symbols; initials 
of dictator and stenographer. 

6. Addressing envelopes. 

7. Methods of folding and inserting letters for envelopes 

of various sizes, including “window 77 envelopes. 

8. The typing of postal cards. 

9. Carbon copies; this should be introduced early in 
the business letter instruction. 

10. Corrections and erasures. By the time the student 
reaches the business-letter-writing, forms-and-arrangement 
stage of learning he should have acquired a very accurate 
technique in straight-away writing. Errors should be 
rather infrequent. Nevertheless, provision must be made 
for making corrections. The student should be taught the 
proper way to do it. Included in this should be instructions 
for making alterations in copy; equalization of spacing 
in a line where, for example, a four-letter word is inserted 
in place of a three-letter word, etc.; reinserting paper to 
make corrections, etc. 

11. The forms of letters to be worked out should include: 

(a) Short letter, both single and double space. 

(b) Average length letter. 

(c) Full-page letter. 

(d) Two-page letter. 

(e) Form style with the address at the bottom. 

(f) Letters of different styles of arrangement, as, 
for example, the “block 77 style, hanging indenta¬ 
tion, inter-office correspondence style, memor¬ 
andums, etc. 

12. How the finished letter should be returned to the 
dictator—envelopes slipped over the tops of the letters and 
the whole pack laid face down. 

13. Practice in typing letters from unarranged copy 
for the purpose of developing artistic taste and skill. 

80 


NEW RATIONAL TYPEWRITING 


Paragraph indentation, paragraph headings, underscoring, 
and other means of emphasis should be discussed and 
worked out in practical problems. 

The work in copying and rearranging matter from un¬ 
arranged copy should include type letters in which merely 
the substance is given with correct punctuation, capitaliza¬ 
tion, etc.—the only problem involved being that of rearrang¬ 
ing the matter correctly and tastefully. 

A second form of exercise should be the substance of 
letters given without regard to arrangement, capitalization, 
or punctuation, as a preparation for transcribing from 
shorthand notes. 

A third' form of exercise which is most valuable is 
rearranging letters and other matter from longhand drafts. 
The longhand drafts should he in different handwritings 
and for the most part should contain few alterations or 
corrections. Alterations and corrections should be covered 
in the “rough draft” problems. Business experience shows 
that the average pupil is very weak in this latter form of 
converting copy, due to two causes: 

(a) Inability to read longhand. 

(b) Lack of judgment in estimating the space 
required for typing longhand drafts. 

Original letter composition should not be required; that 
is a function of the English department. 

Proper correlation of the shorthand and English depart¬ 
ments, however, is desirable. The typewriter may be 
used for preparing problems in English composition and 
business letter writing. 

14. Preparation of Telegrams: The fundamental in¬ 
formation necessary for a proper understanding of the pre¬ 
paration of telegrams, and a discussion of the practices 
of telegraph, cable, and radio companies as to words 
counted, different kinds of service, etc. 

15. Rough Drafts: Various types of rough drafts, 
including both handwritten and typewritten. These should 
contain problems in punctuation, capitalization, and spelling 
as well as corrections and alterations in the text. 

81 * 


TEACHER’S MANUAL OF THE 


16. Manuscripts: Instructions and problems in the 
artistic typing of manuscripts of various kinds; planning 
the arrangement; centering of titles to articles and docu¬ 
ments. The problems should include unarranged material 
to be worked into proper form. Preferably all this matter 
should have a content value. 

Whatever work of this nature is taken up in the last 
semester of the first year’s work in typewriting should be 
merely an introduction to the more advanced work, which 
will be given in the next semester. 

17. Tabulation: The fundamental principles of tabu¬ 
lation as regards disposition of matter on the page, proper 
column heads, capitals, economy of the reader’s time; 
ruling on the machine, etc., should be discussed and 
illustrated, and practical problems arranged clearly to 
bring out the principles. Application of the principles 
should be secured through simple problems from unarranged 
copy. This work in the second semester should be merely 
in the form of an introduction to the subject to be further 
developed in the next semester—to hold interest. 

18. Billing: An introduction to billing with simple 
illustrations and problems. Its purpose is the same as in 
the foregoing activities—to introduce the pupil to the 
subject and arouse his interest in the more advanced type 
of work. 

19. Law and Business Papers: This also in the second 
semester of the first year should be merely an introductory 
course, illustrating the fundamental principles, with simple 
problems in arrangement; first, from properly set up legal 
papers; and, second, from unarranged copy of the most 
common forms. The proper method of preparing manu¬ 
script covers with endorsements, folding, and other details 
that go with the work should be gone into thoroughly. 

The ability to make intelligent use of the machine marks 
the successful typist. For this reason, the practical appli¬ 
cations, which require something more than mere operating 
skill, must receive by far the greater share of the time given 
to the course. Operating skill is valuable, of course, and 
its importance is not minimized, but in the absence of 
ability to make practical use of the machine, speed counts 
for little in the eyes of the business man. 

82 


NEW RATIONAL TYPEWRITING 


SUGGESTED TYPEWRITING PROGRAM 
Senior High School 
Two-Year Course in Subject 
Tenth Year (5 periods a week) 

First Semester: 

(a) Operating technique. 

(b) Facility in straight-away copying to perfect the 
operating technique. 

Second Semester: . . 

(a) Development of skill in arranging and typing 

business letters, telegrams, handwritten drafts, 
“rough” drafts. Arrangement of manuscript 

forms, and the solution of practical problems on 
various kinds of business papers. Laboratory 
work. 

(b) Tabulation and billing. Laboratory work. 

(c) Law and business papers. Laboratory work. 

(d) Introduction to transcribing. 

Eleventh Year: (5 periods a week) 


First Semester: 

(a) Advanced typing and business practice. 

(b) Advanced typing and business practice, combined 
with dictation and transcription. 


Second Semester: . _ ,. , ,. , 

(a) Secretarial practice, combined with dictation and 
transcription. Laboratory problems. 

(b) Advanced secretarial practice, combined with 
dictation and transcription. Laboratory problems. 


CONTINUATION WORK 
Twelfth Year (5 periods a week) 


First Semester: ,* _ 

(a) Secretarial technique combined with dictation 
and transcription to keep skill already developed 
alive and active. 

Second Semester: (2 periods a week) 

(a) Dictation, transcription, secretarial work 

(b) Practical secretarial work furnished by the school, 
or continuation work. 

* 83 


TEACHER’S MANUAL OF THE 


TYPEWRITING IN THE JUNIOR HIGH SCHOOL 

In the program that follows, it is contemplated that the 
pupils will begin their work in typewriting in the ninth 
year as a pre-vocational exploratory, or try-out subject. 
The pupiPs work in this year should determine whether or 
not he is to bend his steps toward a vocational objective. 

In the tenth year an attempt should be made to articulate 
the work of the two groups—the one coming from the junior 
high school and the other beginning their work in shorthand 
and typewriting as regular senior high school pupils. This 
is a problem for special study. The outline attempts to 
show an organization that will be practical. With the 
typewriting work beginning in the ninth year in the junior 
high school and not until the tenth year in the senior high 
school, there is a hiatus to be bridged over that cannot 
be accomplished without very thoughtful adjustment. 
The junior high school pupils should be able to carry on 
their work without a loss, even though their first year in 
this work was a try-out course. 

AIMS 

Although typing is scheduled in the ninth year merely 
as a tryout or finding course, the foundation should be so 
well laid that the pupil may continue from any given point 
with a vocational aim in view. 

The teaching of the subject in the ninth year is therefore 
influenced by the following specific aims: 

1. To develop an efficient operating technique. A 
correct technique is the basis for the practical use 
of the machine, whether the subject is pursued with 
a vocational objective in view or not. In addition 
there should be acquired a high degree of proficiency 
in the practical application of the technique that will 
84 


NEW RATIONAL TYPEWRITING 

enable the pupils to write accurately at a minimum 
rate of speed of thirty words a minute. 

2. To give the pupil a knowledge of the elementary 
principles of form and arrangement of material which 
he may employ with advantage as an individual 
user of the machine, without regard to its vocational 
value. 

3. Gradually to introduce work later in the course, 
which has a vocational trend, for the purpose of 
motivating pupils to continue the course in the senior 
high school. 

CONTENT, ORGANIZATION, AND PRACTICAL 
APPLICATION 

The course in operating technique, with suggested 
methods, already outlined for the senior high school, 
may be followed quite closely. There can be no practical 
difference in the method of approach in learning to use the 
typewriter in the most economical way. The operating 
technique is the same for both courses from the learning 
of the keyboard on down through the various types of 
drills. The main difference comes in the content of the 
material, which in the junior high school naturally must be 
adapted to the pre-vocational aim. 

Such subjects as the mechanism of the typewriter, 
operating technique, correct beginning, posture, machine 
operation, learning the keyboard, method of tapping the 
keys, individual finger reaches, use of charts, methods of 
practice, types of drill, habits, development of accuracy, 
development of speed, development of typing power, 
already treated in the syllabus for senior high schools, 

are fundamentally the same. 

Beyond the work designed to develop the actual operating 
technique, and even to a large extent in that, the content 
85 


TEACHER’S MANUAL OF THE 


for the junior high school course is essentially different. 
This arises mainly from the fact, as has already been 
stated, that the aims of the two courses are different. Con¬ 
sequently the content of the first year, at least, of the junior 
high school course should be such as to fit the pupil to use 
the machine for all practical writing purposes in his every 
day and school life. It should be foundational in the 
strictest sense. The sole aim is the development of a 
correct operating technique. The pupil’s effort should be 
focused on accuracy of technique, neatness, and the value 
of the machine as a writing instrument. 

The material used for practice may be made tremend¬ 
ously valuable in achieving educational ideals in the general 
course of training. By selecting material that has a 
content value; that contributes to the student’s general 
knowledge, the acquisition of typewriting will bring with it 
many collateral advantages. Exercises that embody ideas 
and practices of value in the study of the English language 
or literature or whatever may be necessary for the advance¬ 
ment of the pupil educationally should be employed freely. 

The first semester’s work of the ninth year will be con¬ 
cerned only with the acquisition of an operating technique, 
with merely an introduction to the simple manuscript 
forms, including definite information about paragrpahs; 
headings (which, of course, will involve learning the method 
of centering); placement of page numbers; spacing between 
lines; margins. The technique of part of this work will 
naturally be given quite early in the course to cultivate 
taste in form and in the attractive arrangement of material 
on a page. 

The form and placement of simple personal letters also 
may be introduced to encourage the use of the typewriter 
practically. This will necessitate teaching the usual forms 
of personal letters, with headings, date, etc., and the 

86 



NEW RATIONAL TYPEWRITING 


organization of the various parts of the letter to give the 
whole mass not only a conventional but an attractive 
appearance. Typewriting is a form of printing. The 
teacher will be able to make good selections of models from 
current magazines of the higher type, including forms of 
poetry, dialogue, arrangement of title pages, contents, 
indexes. 

In the latter part of the ninth year the simpler forms of 
business letters may be introduced, since writing business 
letters even for oneself is probably one of the first practical 
uses that will be made of the typewriter. This work, 
however, should not be so extended as to give it a vocational 
slant. The emphasis should be placed rather on the 
personal use of the machine. The content of the material 
used for this practice should be of a nature that will appear 
natural to the pupil; it should not be detached from his 
experience. The pupil who is really interested in type¬ 
writing at this time will no doubt have begun to think of 
it in terms of vocational possibilities. The introduction 
of simple business letters will, in a measure, satisfy the 
longing for this type of work, and be a valuable factor in 
assisting the pupil to emerge from the first year’s work 
with enthusiasm for a well defined objective. The ninth 
year’s work is foundational. It is an end in itself, for its 
purpose is to give the pupil a definite and valuable operating 
skill at a moderate rate of speed. It has a permanent 
value. 

Tenth year for junior high school pupils: In the absence of 
definite correlation between the work of the junior and 
senior high schools, pupils coming into the senior high 
school at this point must be provided for, if their voca¬ 
tional needs are to be met. Economically, they cannot 
be classified with pupils just beginning the course in type¬ 
writing in the tenth year. Two alternatives present them- 

87 


TEACHER’S MANUAL OF THE 


selves. First, if the organization permits, they may con¬ 
tinue their typewriting work with the eleventh year pupils 
of the senior high school; or, second, they may be segre¬ 
gated, and the program suggested below, followed. If the 
first alternative is selected, an intensive review of business 
letter forms with ample laboratory problems is of first con¬ 
sideration. The ninth year typewriting pupils, having 
had an intensive course in operating technique, will prob¬ 
ably have acquired a skill in straight-away copying that 
will enable them to cover this work rapidly. An outline 
of the work to be accomplished will be found under the 
heading “Practical Application,” paragraphs 1-13 inclusive, 
senior high school program. Supplementing this will be 
the most important features of the advanced typewriting 
and business practice scheduled for the senior high school 
in order that the junior high school pupils may be ready to 
take up the secretarial technique as scheduled. 

By selecting the second alternative, the work of the 
tenth year for junior high school pupils may be carried on 
as an independent unit. This obviously is the more 
practical plan. 

The following is an outline for such a course: 

SUGGESTED TYPEWRITING PROGRAM 
Junior High School 
Ninth Year (4 periods a week) 

Pre-vocational 

First Semester: 

(a) Operating technique. 

(b) Acquirement of facility in straight-away copying. 
Second Semester: 

(a) Continued laboratory work to perfect rhythm, 
accuracy, and speed in machine operation. 

(b) Introduction to simple manuscript forms, arrange¬ 
ment of paragraphs, headings, etc. Material to 
have an educational content value. 

( 88 


NEW RATIONAL TYPEWRITING 


(c) Introduction to personal letter and simple business 
letter forms, with laboratory problems. 

Tenth Year (5 periods a week) 

Vocational 

First Semester: 

(a) Development of skill in arranging and typing 
business letters, telegrams, handwritten drafts, 
rough drafts, manuscript forms, solutions of 
practical problems in arrangement and typing of 
various kinds of business papers; laboratory work. 

(b) Tabulation and billing; laboratory work. 

(c) Law and business papers; laboratory work. 

Second Semester: 

(a) Advanced typewriting. 

(b) Introduction to office routine connected with the 
stenographic work. 

(c) Introduction to transcription. 

Eleventh Year (5 periods a week) 

First Semester: 

(a) Transcription technique with practical laboratory 
problems. 

(b) Advanced typewriting. 

(c) Introduction to secretarial technique combined 
with dictation and transcription. 

Second Semester: 

(a) Secretarial technique. 

(b) Secretarial technique combined with dictation and 
transcription. 

(c) Dictation and transcription. 

CONTINUATION WORK 
Twelfth Year (2 periods a week) 

Advanced secretarial technique combined with 
dictation and transcription. 


89 


TEACHER’S MANUAL OF THE 


SUGGESTED TYPEWRITING PROGRAM FOR AN 
INTENSIVE COURSE 

PRIVATE BUSINESS SCHOOLS 

In many private business schools, owing to the more 
intensive methods employed, and the fact that two periods 
a day are generally devoted to the subject of typewriting, 
which naturally influences to a marked degree the speed of 
aquisition of skill in typing, a briefer course than that out¬ 
lined for the senior high school or presented in the New 
Rational textbook may be desired. 

The work outlined in the textbook contemplates a maxi¬ 
mum of approximately five months’ work where two periods 
a day are available for typewriting. This time may be 
materially shortened by following the schedule given in the 
following, which presents a minimum of material to be 
worked out by the pupil—always keeping in view the neces¬ 
sity for an adequate operating skill. 

The outline contemplates reducing the time to twelve 
weeks (two periods a day), or one hundred twenty periods 
altogether. 

PART I 

The “Introduction to the Keyboard Technique and 
Finger Development” should be treated as already outlined. 

SECTIONS I-VI inclusive. The assignments are to be 
Worked out the same as indicated in the textbook. 

SECTION VII 

(a) First Assignment 

(b) Fourth Assignment 

(c) Fifth Assignment 

SECTION VIII 

(a) First Assignment 

(b) Second Assignment 

(c) Combine Third and Fifth Assignments into one 

90 


NEW RATIONAL TYPEWRITING 

SECTION IX 

(a) First Assignment 

(b) Second Assignment 

(c) Combine Fourth and Fifth Assignments into one 
SECTION X 

(a) First Assignment 

(b) Combine Second and Fourth Assignments 

(c) Fifth Assignment 

SECTION XI 

(a) First Assignment with as 'much of the Second 
Assignment as can be completed in a period 

(b) Third Assignment 

(c) Fifth Assignment 

SECTION XII 

(a) First Assignment 

(b) Third Assignment 

(c) Fifth Assignment 

PART II 

Study the “Introduction to the Development of Speed 
and Accuracy.” 

SECTION XIII 

(a) Two periods are to be devoted to this section. 
Assign “Warming-Up Drill” No. 1 as a preliminary 
for the “Speed Studies” and follow with “Studies” 
1, 2, 3, to complete the period. 

(b) Assign Drill No. 2 as a preliminary to the second 
period; follow with “Studies” 4, 5, 6 to complete 
the period. The more rapid pupils may be 
assigned additional “Studies” to complete periods. 

SECTIONS XIV-XVIII. (inclusive) Follow the plan 
suggested above; two periods. 


91 


TEACHER’S MANUAL OF THE 


PART III 


Study the “Introduction 
Forms, and Practice.” 
SECTION XIX. 

(a) 1 copy of page 66 

(b) First Assignment 

(c) Second Assignment 

(d) Third Assignment 

(e) Fifth Assignment 
SECTION XX. 

(a) First Assignment 

(b) Third Assignment 

(c) Fourth Assignment 

(d) Fifth Assignment 
Study “Introduction to 

Drafts.” 

SECTION XXIII. 

(a) First Assignment 

(b) Second Assignment 

(c) Fourth Assignment 

(d) Fifth Assignment 


to Business Correspondence, 

SECTION XXI. 

(a) First Assignment 

(b) Second Assignment 

(c) Fourth Assignment 

(d) Fifth Assignment 
SECTION XXII. 

(a) First Assignment 

(b) Second Assignment 

(c) Third Assignment 

(d) Fifth Assignment 

Telegraphic Service—Rough 

SECTION XXIV. 

(a) First Assignment 

(b) Second Assignment 

(c) Fourth Assignment 

(d) Fifth Assignment 


PART IV 

Study “Introduction to Preparation of Manuscripts.” 
SECTION XXV. 

(a) First Assignment 

(b) Second Assignment 

(c) Third Assignment 

(d) Fifth Assignment 
SECTION XXVI. 

(a) First Assignment 

(b) Second Assignment 

(c) Part Two of Fourth Assignment 

(d) Fifth Assignment 


92 


NEW RATIONAL TYPEWRITING 


SECTION XXVII. 

(a) Combine Assignments 1 and 2, omitting “Six 
Reasons Why You Should Make a Will.” 

(b) Third Assignment; Parts Two and Three only. 

(c) Fourth Assignment; Part Two only. 

(d) Fifth Assignment 
SECTION XXVIII. 

(a) Second Assignment. 

(b) Fourth Assignment 

(c) Fourth Assignment completed 

(d) Fifth Assignment 

PART V 

Study “Introduction to Tabulation and Billing.” 

SECTION XXIX. 

(a) First Assignment 

(b) Second Assignment; Parts Two and Three 

(c) Fourth Assignment 

(d) Fifth Assignment 

SECTION XXX. 

(a) First Assignment 

(b) Second Assignment 

(c) Fourth Assignment 

(d) Fifth Assignment 

SECTION XXXI. Study “Introduction to Bills and 
Statements.” 

(a) Combine First and Second Assignments into one. 

(b) Combine Third and Fourth Assignments into one. 

(c) Fifth Assignment 

SECTION XXXII. 

(a) Second Assignment 

(b) Fourth Assignment 

(c) Fifth Assignment 

PART VI 

Study “Introduction to Law and Business Papers.” 
SECTIONS XXXIII-XXXVI. As given in the text book. 
93 


NEW RATIONAL TYPEWRITING 


It will be seen from the foregoing that one hundred 
twenty periods of laboratory work will be called for. 
Additional time will be needed for the instructional features 
about letter writing, tabulation, and various other topics. 
This time, however, may be taken from the laboratory 
work periods, if necessary. 

SPECIAL PROBLEMS’ The Gregg Publishing Company 
will be glad to assist teachers with any special problems in 
connection with their work. 


P D 17 5 


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